APPLICATION COVER SHEET
APPLICATION COVER SHEET NAME OF PROPOSED CHARTER SCHOOL: Volusia County Charter High School NAME OF NONPROFIT ORGANIZATION/MUNICIPALITY UNDER WHICH CHARTER WILL BE ORGANIZED OR OPERATED: ___ Volusia County Charter High School, Inc. The Organization has applied for 501(c)(3) Non-profit Status: Yes_________ No___X_____ Provide the name of the person who will serve as the primary contact for this Application. The primary contact should serve as the contact for follow-up, interviews, and notices regarding this Application. NAME OF CONTACT PERSON: _______Mark Ezzard___________________ TITLE/RELATIONSHIP TO NONPROFIT: _______Director_____________________________ MAILING ADDRESS: ____9549 Crown Prince Lane, Windernere, FL 34786_________ PRIMARY TELEPHONE: ___407-908-0930_ ALTERNATE TELEPHONE: _______________ E-MAIL ADDRESS: [email protected]___________________________________ NAME OF EDUCATION SERVICE PROVIDER (if any): ___none________________ NAME OF PARTNER/PARENT ORGANIZATION (if any): ____none_______________________ Projected School Opening: August 2013______________________________________________ School Year Grade Level Total Projected Student Student Enrollment Enrollment Capacity (if known) 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 9-12 9-12 9-12 9-12 9-12 300 350 400 400 400 Currently Unknown Currently Unknown Currently Unknown Currently Unknown Currently Unknown I certify that I have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the applicant. _____Mark Ezzard______________________________ Signature _____Mark Ezzard______________________________ Printed Name ____Director______________ Title ____7/24/12_______________ Date Volusia County Charter High School Application 2012 A Volusia County Vocational High School Table of Contents EXECUTIVE SUMMARY .......................................................................................................... 1 EDUCATIONAL PLAN ............................................................................................................... 2 Section 1: Mission, Guiding Principles, and Purpose ........................................................... 2 Section 2: Target Population and Student Body ................................................................. 10 Section 3: Educational Program Design............................................................................... 13 Section 4: Curriculum Plan ................................................................................................... 24 Section 5: Student Performance, Assessment and Evaluation ........................................... 40 Section 6: Exceptional Student.............................................................................................. 53 Section 7: English Language Learner .................................................................................. 65 Section 8: School Climate and Discipline ............................................................................. 73 ORGANIZATIONAL PLAN ..................................................................................................... 76 Section 9: Governance ............................................................................................................ 76 Section 10: Management ........................................................................................................ 83 Section 11: Education Service Provider ............................................................................. 101 Section 12: Human Resources and Employment .............................................................. 102 Section 13: Student Recruitment and Enrollment ............................................................ 104 BUSINESS PLAN ..................................................................................................................... 108 Section 14: Facilities ............................................................................................................. 108 Section 15: Transportation Service ..................................................................................... 110 Section 16: Food Service ...................................................................................................... 111 Section 17: Budget ................................................................................................................ 112 Section 18: Financial Management and Oversight ........................................................... 116 Section 19: Action Plan ...............................................................Error! Bookmark not defined. STATEMENT OF ASSURANCES ........................................................................................... 13 Attachment 1. Budgets- Five Year and First Year Monthly ................................................ 124 EXECUTIVE SUMMARY Volusia County Charter High School(VCCHS) is intended to provide an opportunity for high school students who have interests in entering a vocation that may not necessarily require a college degree. It has been a major focus of the education system of our country to prepare high school students to enter college as a prerequisite to a profession. What we believe needs to be an option if choice is to those students where the employment prospects of the future are becoming less certain. VCCHS will address that issue by giving each student direction to their future career in an environment of support and individualized attention to their learning and vocational requirements. By using a blended curriculum and technology enriched facilities, and through small groups, with differentiated instruction, the students at Volusia County Charter High School will develop the academic, career, and character skills necessary to earn a high school diploma and prepare for the workforce or enter college, if their career plan calls for it. This School will focus on students who may have more interest and skills in a career that requires greater hands-on vocational instruction than one that is focused heavily on college preparation. Thus the projected student population will consist of those who need more individualized assistance in discovering and developing their innate skills and talents that may not otherwise be available to them but with the full intent to graduate each student with a high school diploma. By partnering with local businesses and organizations that represent the kinds of career opportunities expressed by the students’ interests and abilities and offering a flexible schedule to match each student’s needs, the School will be a choice that parents can make for their child to better enable them to enter a career of personal interest and reward. By offering this choice to students in a small school with an enthusiastic faculty and staff, the School can ensure that each student has every opportunity to reach their full potential in life. Volusia County Charter High Page 1 EDUCATIONAL PLAN Section 1: Mission, Guiding Principles, and Purpose A. Provide the Mission Statement for the Proposed Charter School. The mission of Volusia County Charter High School(VCCHS) is to provide an opportunity for all high school students who have vocational interests that do not necessarily require a college degree, to engage in a learning environment with 21st century instructional methods and technology. With a blended curriculum and technology enriched facilities, through small groups, with differentiated instruction, the students at VCCHS will develop the academic, vocational, and character skills necessary to earn a high school diploma and prepare for the workforce or enter college. The vision statements of Volusia Vocational High School are the following: • Students will be prepared to graduate as responsible and contributing citizens of their communities. • Students will be able to improve their comprehension skills, enhance their composition skills, articulate concepts they have read, and perform calculations with clarity and accuracy. • Students will become empowered to cultivate respect for themselves and others by receiving opportunities to establish relationships with their faculty and peers for life-long personal and social development. • Students will acquire educational, personal, and career awareness skills in smaller class settings with flexible scheduling options. • Students will benefit from a multi-ethnic community of parents, business partners, administrators, other students, and staff who work together to create an academic, emotional, social, and safe environment where students can learn from, and respect, one another. • Students will acquire an education through innovative techniques to promote and encourage lifelong learning through technology and varied instructional strategies. B. Describe How the School Will Utilize the Guiding Principles Found in Section 1002.33(2)(a), F.S. Volusia County Charter High School will utilize the Guiding Principles of the Florida Charter Law found in F.S. 1002.33: 1. Meet high standards of student achievement while providing parents flexibility to choose among diverse educational opportunities within the state’s public school system. Volusia County Charter High Page 2 Volusia County Charter High School is committed to the population of students and families we will serve. Charter schools, by definition, provide educational choice for parents/guardians and students in the State of Florida. Volusia County Charter High School will provide students with interests and skills in a vocation that may not necessarily require a college degree the opportunity to graduate from an accredited charter high school that is sponsored by the School District. Volusia County Charter High School also offers parents/guardians the educational opportunity to select a small high school environment for their child where the focus is on the student. We offer options which include courses in academic core curriculum, electives, career/life skills and hands-on vocational training. Creative solutions to engage students in a modern education are offered in order to improve student achievement, regardless of the child’s previously nonsuccessful school environments. Also, flexible scheduling allows our students to maximize opportunities to complete assignments and earn high school credits, while still managing to pursue a vocation. Students will successfully engage in rigorous and relevant curriculum, experience instruction that meets their interests and learning needs, and progress through each course completion in a timely manner to achieve their aspirations and goals. Teachers will facilitate standards-based, differentiated instruction based on assessment data to meet the individual needs of each student. To achieve this challenge, the school is characterized by individualization and high standards for all students. Diverse teaching methods are respected and encouraged. Creativity in designing unique approaches to instruction is valued. Such approaches include developing personalized learning contracts and means of assessments, utilization of portfolios, and imaginative uses of technology. Learning may occur in isolated study, seminars, and/or cooperative learning groups, allowing the creativity of each student to facilitate learning in others, customized per student. High-quality high school educational instruction requires creative teachers who are well-trained, motivated, and encouraging. The school director improves the quality of teaching by providing opportunities for career support, teacher mentorship, in-service training, best practice dissemination, and equitable access to professional development resources. Teachers are encouraged to pursue certifications and degrees, to learn the school’s assessment programs, how to assess reading and reading readiness, and how to assess reading performance. The scope of the school’s professional development plan is to: Instill knowledge of all aspects of the Next Generation Sunshine State Standards, FCAT, FCAT2.0, End of Course Assessments, and their relationship to student achievement; Promote effective pedagogy through practical experiences; Empower students with skills to develop reading and comprehension abilities in the content areas; Provide rigorous subject area content and effective teaching strategies; Volusia County Charter High Page 3 Demonstrate how to assess students and to determine whether they have learned the material taught in the classroom, providing a variety of different assessment models, rubrics, projects, displays, etc., that teachers may choose to use in their classroom; Review discipline and alcohol, tobacco, and other drug use data and information related to parent, student, and teacher’s perceptions of school safety to identify areas for needed improvement; Provide comprehensive initial professional development; Provide frequent and continuous professional development; Provide professional development lead by school-site expertise and best practices; Make core subject areas an administrative priority which are included as subjects of performance evaluations; Ensure in-service and evaluation processes have a focus on the core subject components. Parents have the flexibility to enroll or withdraw their child from Volusia County Charter High School at any time during the academic school year. Volusia County Charter High School has open enrollment throughout the year, allowing all of the educational program offerings to be accessible to any qualified student. Monitoring progress on a continual basis is incorporated throughout the instruction to determine individual student’s needs. Results of this progress monitoring are the basis for assessing academic development regarding the appropriate research-based instructional practices utilized in all classrooms. Additionally, each spring all eligible students will participate in the state mandated assessment programs. 2. Promote enhanced academic success and financial efficiency by aligning responsibility with accountability. The partnership created between the School District and Volusia County Charter High School will promote accelerated academic success for youth with an integrated team approach that provides efficiency and alignment of efforts and finances within the Florida public school system. Volusia County Charter High School will offer learning experiences that are supportive of student access to Florida’s post-secondary educational opportunities. Each student attending Volusia County Charter High School will follow an Individual Learning Plan (ILP) which is customized to the student’s individual needs after an analysis of the student’s proficiency in literacy and numeracy, previous school information, and transcript history. Volusia County Charter High School will provide appropriate accountability in ensuring that all students are afforded maximum opportunity for success within a program providing support, academic rigor, and relevance. Volusia County Charter High School personnel will provide timely and appropriate oversight of the Volusia County Charter High School accomplishments aligning with the statutes governing charter high schools in Florida. Volusia County Charter Volusia County Charter High Page 4 High School administrators and staff members will work in partnership to ensure that students are appropriately placed and educated in the core academic subject areas, increasing their proficiency in literacy and numeracy. Volusia County Charter High School will support the School District in retaining at-risk students and recovering dropouts. This alignment of responsibility and accountability for student learning opportunities and engagement will provide positive outcomes for students. Financial efficiency will be attained primarily through sound fiscal management to enable student achievement to proceed without concern for sustainability. A Financial Specialist will have primary fiscal responsibility to ensure that all internal controls are in place and implemented with oversight from the governing board and the district sponsor. 3. Provide parents with sufficient information establishing whether their child is reading at grade level and whether the child gains at least a year’s worth of learning for every year spent in the charter school. Volusia County Charter High School will implement a student-centered learning program focused on literacy, numeracy, and critical thinking. Students will assist in developing and monitoring their Individual Learning Plans, assuming ownership and responsibility for their personal learning and academic goals. Parents/guardians and teachers will be key partners during this process as each student progresses through the program. Students will learn to take personal responsibility for identifying and tracking their learning goals and academic learning gains. Copies of each student’s Individual Learning Plan reflecting their achievement, inclusive of goals and assessments, will be provided to parents/guardians of minor age students in a systematic and ongoing manner using multiple communication strategies (written, oral, online/digital, and in-person). C. Describe How the School Will Meet the Purposes for Charter Schools Found in Section 1002.33(2)(b), F.S. In accordance with the law, charter schools shall fulfill the following purposes: Improve Student Learning and Academic Achievement. The primary focus at Volusia County Charter High School is following a process which will result in the highest achievement possible for each student by earning a Florida high school diploma. Through a system of steps which focus on the individual goals of each student, Volusia County Charter High School will seek to increase academic achievement and proficiency of all students in their core subject areas. This will include the implementation of multiple strategies to ensure that all students are able to successfully re-engage in the learning process. Volusia County Charter High Page 5 Many of the students who will enroll in Volusia County Charter High School are those who are not successful in their attempts to become educated under traditional methods of instruction and/or the schedules of traditional schools. A significant amount of these students would drop out of school if they were not presented an alternative. With a blended curriculum and considerable amount of individualized support, the students of Volusia County Charter High School are promoted toward achievement and toward the improvement of students’ motivation and self-confidence in an academic setting. In addition, the flexible schedule, which allows students to work primarily on-site with staff support and also the opportunity to progress further by allowing the students to work from any other setting where they can access the internet, gives families and students an opportunity to pursue interests outside of schools, and serves families where parents and sometimes students, have to work within a unique schedule. Additionally, Volusia County Charter High School offers parents and guardians of students leaving traditional schools the educational opportunity to select a smaller, more individualized, self-paced school setting to prepare for post-secondary education and career opportunities. In addition to live assistance with curriculum, students who are not performing at grade level, or who are struggling in the classroom, can receive site-based tutoring and small group instruction. Continual assessment allows the teachers, parents, and students to receive real-time reports of a student’s progress so that the student will be further engaged in, and held accountable for, the achievement of their academic and career goals and meeting their potential as a student. The School’s innovative instructional program will contain the following elements, which contribute to student learning and achievement: Small Learning Environment: Small group instruction based in a safe and secure learning environment will provide small student/teacher ratios for personalized attention and learning. Technology-Enhanced Teaching and Learning: Evidence-based instructional software designed to deliver content requiring ongoing interaction between the learner and the software. Rigorous and Relevant Curriculum: A curriculum aligned to the Next Generation Sunshine State Standards and focused on making real-world connections relevant to students' lives. Personalized Success Plan: A comprehensive plan which serves as a roadmap to student success. Integrated Support Services: A Student Services Specialist (SSS) that works with each student to address and remove the personal, social, and behavioral barriers that prevent students from becoming successful. The SSS also teaches employment skills and interviewing techniques; tracks mandatory employment hours; conducts employer outreach on behalf of the students. Volusia County Charter High Page 6 Lesson and Module Based: Self-contained student learning activities are based on a specific concept and topic. Ongoing Communication of Student Progress: A virtual portal for students, parents, teachers, and administrators to track, monitor, and measure individual student progress toward completion of the Individual Learning Plan. Critical Thinking and Problem Solving: Teaching and learning which helps students develop strategic methods to bypass or overcome obstacles and to think critically, while preparing them for college and career success. 21st Century Knowledge and Skills: Development of competencies to ensure adequate preparation for success in the global workforce. Direct Instruction: Individual and small group instruction, led by highly qualified teachers, which is focused on targeted intervention strategies as determined by ongoing learning gap analyses. Mastery based Instruction: Guided by individual student mastery rather than seat time as the student works toward achieving state standards. Seminars: Relevant learning opportunities for students to interact with experts in chosen career fields during school-sponsored career days. Respect and Relationships: Learning activities focused on developing respect for self and peers, as well as learning and building relationships with peers, teachers, family, and community. Increase learning opportunities for all students, with a special emphasis on low-performing students and reading. Because many of the Volusia County Charter High School students will be those that are not performing well for any variety of reasons, or who are not comfortable in a traditional setting, the school will provide an alternative academic setting designed to help students who are behind in credits the experience to succeed, or those who want to graduate earlier than they could in a traditional high school setting. Throughout the instructional day, Volusia County Charter High School teachers will engage students in meaningful activities designed to optimize learning opportunities for all students. The online curriculum re-teaches concepts in subjects where the students are not performing sufficiently, until the student masters the standard. Literacy is embedded throughout the curriculum with an emphasis on comprehension. Since a significant amount of computer-based work is accomplished by reading, all courses are specifically written with grade-level reading skills in mind. Ongoing assessments in reading are implemented throughout the year to determine a student’s reading grade level and progress, and to keep the students’ instructor informed of that progress on a weekly, or daily basis, as needed. All students who are reading below grade level will receive intensive instruction with a reading Volusia County Charter High Page 7 curriculum that focuses on phonemic awareness, phonics, fluency, vocabulary, and comprehension. Low-performing students will also receive support in reading through supplemental online resources; however, teacher-directed small-group instruction in reading will comprise the majority of intervention efforts in this area. Encourage the use of innovative learning methods. Traditional instruction does not always work for all students. Online curriculum with interactive video and frequent communication from credentialed teachers motivates students and holds them accountable. Innovative learning methods combined with a rigorous academic curriculum integrated with real-life projects provides students with relevant material for learning. A positive and supportive staff, living the core belief that every student can and will reach his or her potential, is the heart of daily learning success. In an era of constant stimulus and a focus on recognizing and adapting to different learning styles, traditional classroom instruction can make learning more of a challenge for students with tactile and kinesthetic learning styles. The online courses meet the needs of not only the students who need to move and touch, but also those who need visual stimulation and many individualized auditory cues, which are provided by the animation and videos of the online courses at Volusia County Charter High School. Technology will be used to provide expanded access to education programs and assessment, leading to extended and accelerated learning. This process will be used to enhance the cognitive skills of all students to facilitate critical and independent thinking necessary for success in the 21st century. Require the measurement of learning outcome Volusia County Charter High School has developed very clear, measurable, and specific goals for student learning, as well as operational goals, which promote increased learning. The school has developed action steps to meet these goals and a system of monitoring the reasonability and progress for attaining each goal. Each Volusia County Charter High School student also develops, with his or her teacher, educational, career, and lifelong goals cited in their Individual Learning Plan, which is updated at least annually and includes the student’s Major Areas of Interest. Volusia County Charter High School will utilize the Individual Learning Plan to assess learning gains in literacy and numeracy by measuring the difference in achievement between the baseline and the growth score at specific curriculum checkpoints to track and monitor student achievement. Learning outcomes will also be identified and assessed in a variety of ways that likely include but are not limited to: State mandated assessments, e.g., FCAT 2.0, FCAT Writes; CELLA; FAIR; and End of Course (EOC) exams; Volusia County Charter High Page 8 Benchmark assessments and mastery, e.g., Next Generation Sunshine State Standards (NGSSS); Common Core State Standards (CCSS); and content area formative and summative tests; Cognitive functions assessment, e.g., comparative thinking, symbolic representation, and logical reasoning; Diagnostic assessment; Authentic assessments, e.g., portfolios, projects, essays and research papers, rubric scoring by staff and students, speaking, listening, and discussing. This School will focus on students who may have more interest and skills in a career that requires greater hands-on vocational instruction than one that is focused heavily on college preparation. Thus the projected student population will consist of those who need more individualized assistance in discovering and developing their innate skills and talents that may not otherwise be available to them but with the full intent to graduate each student with a high school diploma. By partnering with local businesses and organizations that represent the kinds of career opportunities expressed by the students’ interests and abilities and offering a flexible schedule to match each student’s needs, the School will be a choice that parents can make for their child to better enable them to enter a career of personal interest and reward. By offering this choice to students in a small school with an enthusiastic faculty and staff, the School can ensure that each student has every opportunity to reach their full potential in life. Volusia County Charter High Page 9 Section 2: Target Population and Student Body A. Describe the anticipated target population to be served. Volusia County Charter High School will offer a unique educational experience specifically designed for its students who have not been successful in traditional school settings and have recommitted to improving their lives, continuing their education, and preparing for a vocation. Volusia County Charter High School will specifically target students aged 15-21 years, who may be interested in pursuing a vocation that may not necessarily require a college degree, but still seek to obtain a high school diploma and, at the same time, prepare for the workforce. Volusia County Charter High School will be non-discriminatory and open to all young adults who are eligible to enroll in a Florida public high school, have not earned their high school diploma, reside in Volusia County, have previously dropped out of school, or are in their third or fourth year of high school and are not on track to graduate. Volusia County Charter High School will be non-sectarian in its programs, admissions policies, employment practices, and operations. In accordance with Federal and State anti-discrimination laws and in accordance with the Florida Educational Equity Act, Section 1000.05(2)(a) Volusia County Charter High School will not discriminate based on race, color, age, religion, national origin, gender, marital status, disability, or sexual orientation and is committed to educating all eligible students. Volusia County Charter High School understands the need for the school to achieve a racial/ethnic balance reflective of the community it serves, or of other public schools in the same district. Additionally, in order to minimize any traffic impact caused by the school and to ensure that the school is available to serve the residents of the neighborhood where the school is located, the Board of Directors of the charter school may elect to limit the enrollment process to target students residing within a reasonable distance of the school, as provided under F.S. §1002.33 (10)(e). Such students shall be subject to a random lottery. Florida’s charter school legislation, F.S. §1002.33(10)(e), provides that the School may give enrollment preference to certain student populations. Said student populations include: 1. Students who are siblings of a student enrolled in the charter school; 2. Students who are the children of a member of the Board of Directors of the charter school; 3. Students who are the children of an employee of the charter school; 4. Students who are the children of; a) An employee of a business partner of a charter school in the workplace; b) A resident of the municipality in which such charter school is located; c) A resident of a municipality that operates a charter school in a municipality; 5. Students who are the children of an active duty member of any branch of the United States Armed Forces. Volusia County Charter High Page 10 Volusia County Charter High School enrolls an eligible student by accepting a timely application through the first of August. If the number of applications exceeds the capacity of the program, class, grade level, or building, all applicants will have an equal chance of being admitted through a random selection process. The School is open to all eligible students residing in Volusia County. The target population to be served at Volusia County Charter High School is as follows: Over-aged high school students; Students between the ages of 15 and 21 who are eligible for grades nine through twelve; Students at risk for dropping out of school and/or academic failure; Juvenile criminal offenders; Students with credit and GPA deficiencies Students who are not currently attending or enrolled in school, and deemed to be of dropout status; Students who demonstrate attendance, truancy, and habitual tardiness issues; Students in need of remediation in core subjects, who also demonstrate below grade level performance and lack of progress on state standardized tests; Students who are determined to be English Language Learners, Exceptional Education, Section 504, and students with disabilities. B. Provide the following projection for each year of proposed operation: the grades that the school will serve, the projected number of students to be served in each grade, the number of students expected in each class, and the total number of students enrolled. Year of Charter Grades Served 2013-2014 9-12 2014-2015 9-12 2015-2016 9-12 2016-2017 9-12 2017-2018 9-12 Projected # of Students 9th-100; 10th-100; 11th-50; 12th-50 9th-100; 10th-100; 11th-100; 12th-50 9th-100; 10th-100; 11th-100; 12th-100 9th-100; 10th-100; 11th-100; 12th-100 9th-100; 10th-100; 11th-100; 12th-100 Students per Class Grades 9-12 Up to 25** Grades 9-12 Up to 25** Grades 9-12 Up to 25** Grades 9-12 Up to 25** Grades 9-12 Up to 25** Total # Enrolled 300* 350* 400* 400* 400* * The numbers provided herein are estimates, and may fluctuate within each grade level depending on student enrollment and/or attrition in the respective grade levels. ** Volusia County Charter High School will be in compliance with the state of Florida’s class size requirements upon the opening of the school. Class size averages will not exceed a 25:1 student teacher ratio. C. Provide a description of how the student population projections were developed. Florida Statutes and Constitution 2011 Section 1002.33 (10) (h) states the capacity of the charter school shall be determined annually by the governing board, in conjunction with the sponsor, of Volusia County Charter High Page 11 the charter school in consideration of the factors identified unless the charter school is designated as a high performing charter school. In order to be better prepared for student population projection, Volusia County Charter High School first referred to the FLDOE website and analyzed all statistical data from the “Education Information & Accountability Service Data Report” published in February 2012. The topic of this report and the basis of Volusia County Charter High School’s student population projections are based on a 70.6% graduation rate for Florida seniors for 2010-2011. Although graduation rates continue to increase slightly each year in Florida, this percent continues to fall short of the national average. The statistics demonstrate that there is a ten percent decrease in students graduating in Florida compared to the national average and Volusia County Charter High School used this data as the foundation to increase our enrollment and close the gap between the State and Federal levels. According to “Scope” (School Dropout Study Group Report), in 2008, 9th and 10th grade students have a higher dropout rate than 11th and 12th grade students. This factor influences the projection for these grade levels. Also, the fact that any student eligible to attend a charter high school, whether a dropout or not, would also be eligible to attend Volusia County Charter High School. These factors determine the additional demographic to draw from those results in the projected student population. Another study points out the need for an additional focus in our education system so that young people can better prepare for a career that will enable them to support themselves and their families in an age where job prospects have become more problematic. As the introduction in the Pathways to Prosperity report, authored by the Harvard Graduate School of Education (2011) states: Yet as we end the first decade of the 21st century, there are profoundly troubling signs that the U.S. is now failing to meet its obligation to prepare millions of young adults. In an era in which education has never been more important to economic success, the U.S. has fallen behind many other nations in educational attainment and achievement. Within the U.S. economy, there is also growing evidence of a “skills gap” in which many young adults lack the skills and work ethic needed for many jobs that pay a middle-class wage. Simultaneously, there has been a dramatic decline in the ability of adolescents and young adults to find work. Indeed, the percentage of teens and young adults who have jobs is now at the lowest level since World War II. (p. 1). The VCCHS believes there is a large demand for the type of focus and support that the Pathways to Prosperity report calls for, and the School is designed to respond to that need. Volusia County Charter High Page 12 Section 3: Educational Program Design A. Describe the school’s daily schedule and annual calendar, including the annual number of days and hours of instructional time. Volusia County Charter High School will provide two four-hour classroom sessions to best accommodate our students. Classroom session times will be from 7:30 a.m. – 11:30 a.m. and 12:30 p.m. – 4:30 p.m. Each day of instruction will consist of three hundred minutes resulting from 240 minutes of onsite instruction with an additional sixty minutes of online instruction outside of a regular classroom session. Instruction time for each student will total 720 hours of on-site instruction and 180 days of on-line instruction each year. Volusia County Charter High School will follow the School District of Volusia County’s annual school calendar of 180 days beginning with the 2013-2014 school year. During the summer of 2014, Volusia County Charter High School will open and offer 210 days of instruction. Volusia County Charter High School will offer students a 24-credit standard diploma option so that its former drop-out student population can graduate and earn a standard high school diploma. Volusia County Charter High School students will meet the Florida State Board of Education’s performance requirements for graduation. During the summer, Volusia County Charter High School will offer a summer program for its students. The students will have the option to attend the physical campus to take courses or have to take courses at home if they have Internet connectivity. The courses over the summer will consist mostly of online delivery, with little provisions for student interaction other than completing the online assignments. The extended summer sessions will be for students to catch up on courses failed and for students who wish to accelerate their progress towards high school graduation. B. Describe the proposed charter school’s educational program. Volusia County Charter High School’s philosophy is to engage all students requiring nontraditional learning in an educational experience to improve academic performance that will enhance their lives as they transition into post-secondary education and the workforce. Building on the excellent foundation of standards, the Common Core State Standards are the first step in providing our students with a high-quality education. It will be clear to every student, parent, and teacher what the standards of success are in Volusia County Charter High School. The standards clearly communicate what is expected of students at each grade level. This will allow our teachers to be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them. Volusia County Charter High Page 13 With students, parents and teachers all on the same page and working together for shared goals, we can ensure that students make progress each year and graduate from school prepared to succeed in life. The following are core, compelling beliefs that provide the basis for the philosophical foundation of the School's program. We believe: All students can learn; All students deserve another chance at receiving a first-class education that sets them on a path toward a successful future and life; All students deserve every opportunity to live up to their potential. The educational foundation for the overall instructional program and school philosophy are: 1. Instructional leadership; 2. A clear and focused mission; 3. A safe and orderly environment; 4. A standard of high expectations; 5. Frequent monitoring of student progress; 6. Positive home-school relations; 7. An opportunity to learn; 8. The students’ time will be spent on task. The School's educational program offers a personalized program for each student to progress at an appropriate pace based on his or her individual learning needs. Accordingly, the major focus of the School's instructional methods align directly with its mission to provide personalized, foundational, and enhanced learning opportunities for high need students seeking a high school diploma and a successful career. The School's innovative instructional program contains the following elements that contribute to student learning and achievement. Small Learning Environment: Small group instruction based in a safe and secure learning environment will provide small student/teacher ratios for personalized attention and learning. Technology-Enhanced Teaching and Learning: Evidence-based instructional software designed to deliver content requiring ongoing interaction between the learner and the software. Rigorous and Relevant Curriculum: A curriculum aligned to the Next Generation Sunshine State Standards and focused on making real-world connections relevant to students' lives. Personalized Success Plan: A comprehensive plan which serves as a roadmap to student success. Integrated Support Services: A Student Services Specialist (SSS) that works with each student to address and remove the personal, social, and behavioral barriers that prevent Volusia County Charter High Page 14 students from becoming successful. The SSS also teaches employment skills and interviewing techniques; tracks mandatory employment hours; conducts employer outreach on behalf of the students. Lesson and Module Based: Self-contained student learning activities are based on a specific concept and topic. Ongoing Communication of Student Progress: A virtual portal for students, parents, teachers, and administrators to track, monitor, and measure individual student progress toward completion of the Individual Learning Plan. Critical Thinking and Problem Solving: Teaching and learning which helps students develop strategic methods to bypass or overcome obstacles and to think critically, while preparing them for college and career success. 21st Century Knowledge and Skills: Development of competencies to ensure adequate preparation for success in the global workforce. By providing tools and resources that fuse the three Rs and the four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation). These tools and resources are reflected in the Framework for 21st Century Learning – a holistic view of 21st century teaching and learning, so that our students can meet the challenges of the modern age. Direct Instruction: Individual and small group instruction, led by highly qualified teachers, which is focused on targeted intervention strategies as determined by ongoing learning gap analyses. Mastery based Instruction: Guided by individual student mastery rather than seat time as the student works toward achieving state standards. Seminars: Relevant learning opportunities for students to interact with experts in chosen career fields during school-sponsored career days. Respect and Relationships: Learning activities focused on developing respect for self and peers, as well as learning and building relationships with peers, teachers, family, and community. We use a variety of instructional strategies and resources to support and enhance student learning and success. All learning activities focus on the development of critical thinking and problem solving skills and 21st century competencies. Students will engage in technology-enhanced, mastery-based course instruction using research-based and standards-aligned curriculum to earn credits and develop literacy and numeracy proficiency. During this time, a team of teachers will direct student learning and provide coaching, mentoring, and tutoring as determined by student needs and progress. Targeted, face-to-face direct instruction will be conducted to assist struggling students with further understanding and mastery of course content using supplemental reading, math, and foundational skills resources. This individualized instruction will address identified gaps in Volusia County Charter High Page 15 student learning and provide appropriate interventions and remediation. Instruction will be aligned to the student’s individual needs including test-taking skills preparation, foundational skills improvement, and additional reading instruction. Students who do not participate in the targeted direct instruction will continue to work on their courses. Our accelerated learning model provides an innovative option for students. The model is teacher-directed, mastery-based, self-paced, and technology-enhanced to serve over-age, undercredited, and retained students who learn at different rates, exhibit diverse learning styles, and experience life challenges. Using a combination of instructional software aligned to state standards, teacher-directed learning activities, and supplemental resources and materials, the curriculum will have the depth to provide students the required courses to comply with the district's graduation requirements to earn a high school diploma. An Individual Learning Plan (ILP) will be developed for each student to track and monitor individual student outcomes and progress. This plan will serve as the roadmap to student progress and success. The ILP will include the following essential components: 1. Individual graduation plan; 2. Personal goals statement; 3. Foundational skills assessment and growth; 4. Social/Personal needs intervention plan; 5. Career interests inventory; 6. Employment and workforce assistance; 7. Individual postsecondary transition plan. Additional instructional time will be offered to students in the areas of employability skills, career and college readiness, and postsecondary options based on each student's ILP. Students will explore career options and develop requisite skills for postsecondary success while they develop career portfolios using career planning and preparation software. This instruction will develop real-world knowledge and skills and will offer credit to students engaged in each of these activities. The Student Services Specialist will work closely with students to help them learn job skills, assist with finding employment, and prepare students for a successful postsecondary transition. Students at the School will be supported in using FACTS.org, Florida's official online student advising system. High school students, parents, and counselors can use the services provided on this website to help plan and track educational progress in Florida. FACTS.org is provided free by the FLDOE to help students make informed choices about their education. With FACTS.org, students can: Research and determine career objectives; Volusia County Charter High Page 16 Evaluate high school progress; Review high school course summary and grades; Learn about postsecondary opportunities in Florida; Apply online to colleges that offer students’ areas of interest. The curricula are aligned to the Next Generation Sunshine State Standards (NGSSS), which puts us in an ideal position to prepare students to succeed on the FCAT. Students with identified deficiencies in FCAT scores will be provided with individualized instruction through tutoring in essential knowledge for success on the FCAT. Identified gaps in content knowledge will be addressed through intensive remediation using teacher-directed approaches, technologyenhanced activities, and supplementary resources and materials. Supplemental instructional time will be allocated for all students with low FCAT scores. The School will use a student growth model with a value-added approach for student assessment. Specific student achievement measures and targets will lead to the achievement of higher rates of course completion, graduation, workforce preparedness, and college readiness. The School will develop performance incentives to facilitate cost effective performance and success based on the following measures and targets: FCAT scores, including measures of overall achievement and student level growth measures; School climate measures including behavior, safety, and attendance; Student retention; Promotion, completion, and graduation rates; College and career preparedness; Student and parent satisfaction. The Volusia County Charter High School education program will have a positive impact on student outcomes, including accelerated student achievement, as well as offering school retention and promotion opportunities for at-risk high school students. Volusia County Charter High School will create a learning environment that encourages students to become in tune with their learning needs and educational options while learning about real life academic applications. The Volusia County Charter High School culture, characterized by a strong sense of belonging, will improve student attendance, participation, and achievement, and prevent risk-taking behavior that has led to unsuccessful experiences in the past. Our school will develop a student’s sense of community through strong organizational structures, policies, procedures, and values which have a positive effect on the entire community. School attendance, the Florida law (Section 1003.26, Florida Statutes) specifies steps for enforcement of regular school attendance. It will be the responsibility of the school to enforce school attendance of all children who are subject to compulsory school age requirements. The responsibility includes: Volusia County Charter High Page 17 Develop policies and procedures to ensure that schools respond in a timely manner to each unexcused absence, or absence for which the reason is unknown. Contact the home for every unexcused absence or absence for which the reason is unknown, to obtain parent justification for the absence. Evaluate each justification and, based on district policy, determine whether the absence is excused or unexcused; if excused, allow the student to make up assigned work without academic penalty. Track excused and unexcused absences. Identify and refer students who may be developing a pattern of nonattendance to the school child study team for intervention services. Schedule a meeting with certain identified parents to discuss their child's attendance. Implement prevention and intervention strategies to address truancy and attendance issues as required for drivers' licenses and related requirements for habitual truants. Send a notice to the superintendent of schools and to the district home education contact regarding patterns of nonattendance for specific students. Refer habitual truancy cases to the case staffing committee and/or child-in-need- ofservices provider for assistance. C. Describe the research base for the educational program. Current research continues to support four categories of risk factors and confirm that highneed students require a variety of instructional approaches, targeted resources, support services, and intervention strategies to motivate them, support their learning, and ensure both short-term and long-term success. The School's instructional program, support services, and facility design were developed based on the needs identified in the latest research on success with high-need students. The National Dropout Prevention Center (2007) has identified that: Dropping out of school is related to a variety of factors that can be classified in four areas or domains-individual, family, school, and community; There is no single risk factor that can be used to accurately predict who is at risk of dropping out; The accuracy of dropout prediction increases when combinations of multiple risk factors are considered; Dropouts are not a homogeneous group. Many subgroups of students can be identified based on when risk factors emerge, the combinations of risk factors experienced, and how the factors influence them; Students who drop out often cite factors across multiple domains; Dropping out of school is often the result of a long process of disengagement that may begin even before a child enters school; Volusia County Charter High Page 18 Dropping out is often described as a process, not an event, with factors building and compounding over time. Understanding our student population, why they are high need, and what their needs are enables Volusia County Charter High School to deliver accelerated learning in an individualized and customized learning environment to help our students succeed personally, socially, and academically. In addition to the obvious strategy of teaching students through a blended learning curriculum that is personalized to meet students’ needs, Apex Learning was developed to incorporate the following research-based instructional strategies: 1. Bloom’s Taxonomy: Bloom’s Taxonomy is a hierarchal system of classifying learning objectives and tasks from the basic knowledge level to the highest level, which encourages students to become independent thinkers who take an active role in learning. This taxonomy provides teachers with a structured method for planning and implementing classroom instruction that develops higher order thinkers instead of rote learners who memorize and cannot transfer knowledge. Volusia County Charter High School teachers plan lessons that naturally progress through the hierarchy from basic knowledge through the application and synthesis levels, with many opportunities at the evaluation level as well. Bloom’s Taxonomy is also used in the design and development of assessment items. Students are assessed at every level of Bloom’s with the focus being on higher levels to ensure complete comprehension. 2. Differentiated Instruction: Differentiated Instruction is an instructional concept that maximizes learning for all students, regardless of skill level or background. It is built on the understanding that students vary in their academic abilities, learning styles, personalities, interests, background knowledge, experiences, and levels of motivation for learning. When Volusia County Charter High School teachers differentiate instruction, they use the best teaching practices and strategies to create different pathways that respond to the needs of the diverse learners served. They work with students online to ensure that concepts are explained in many different ways and modalities. 3. Multiple Intelligences: The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposed eight different intelligences to account for a broader range of human potential in children and adults- Linguistic, Logical-Mathematical, Spatial, BodilyKinesthetic, Musical, Intrapersonal, Interpersonal, and Naturalist Intelligence. The Apex Learning curriculum embraces and utilizes the theory of Multiple Intelligences by offering individualized instruction that taps into the unique learning style of the child. Volusia County Charter High Page 19 The outside of the box approach to the activities students experience through the Lincoln Interactive curriculum engages students in multiple areas of intelligence, paving the way for student successes. 4. Brain-Based Learning: Apex Learning curriculum employs the theory of brain-based learning which is a comprehensive approach to instruction based on, and according to, current research in neuroscience and how the brain learns naturally. This theory is based on what we currently know about the actual structure and function of the human brain at varying stages of development. This type of education provides a biologically driven framework for teaching and learning, and helps explain recurring learning behaviors. Instructional techniques stress teachers’ abilities to connect learning to students’ real life experiences. This form of learning also encompasses such educational concepts as mastery learning, learning styles, multiple intelligences, cooperative learning, practical simulations, experiential learning, problem-based learning, and movement education. 5. Online Learning: In recent research conducted by the Center for American Progress and the Broad Foundation and published in a May 2009 article entitled Getting Students More Learning Time Online, researcher Cathy Cavanaugh compared the current research on virtual classes and found that while the movement is still experiencing significant growth and change, the nature of teaching changes when instruction takes place online. Common benefits found in schools and programs that utilize online learning include: a. Students in online courses spend significant time working independently with concepts and digital resources. Courses that are designed to require more time actively practicing and applying the course content through writing and speaking generally lead to higher achievement, as do simulations, manipulatives, and tutorials that offer student feedback. b. Online courses increase equitable access to qualify educational opportunities by bringing flexibility to the course calendar, expanding the course catalog, and offering individualized instruction. In a study of blended learning, Pape (2010) observed teachers can use online tools and resources as part of their daily classroom instruction. Using many of the online tools and resources students already are using for social networking, blended teaching helps teachers find an approach that is more engaging for this generation of students. The benefits of blended learning include giving students a variety of ways to demonstrate their knowledge while appealing to diverse learning styles and fostering independent learning and self-directed learning skills in students, a critical capacity for lifelong learners. Blended learning helps students better develop their higher education and workforce skills, extends teaching and learning beyond the classroom walls, and develops critical thinking, problem solving, communication, collaboration and global awareness. Volusia County Charter High Page 20 6. Safe, Ethical, and Appropriate Use of Technology: Since the School's curriculum is technology-enhanced, it is critical that safe, ethical, and appropriate use of all technology usage are promoted at the School. The School supports compliance with the established policy on safe and legal use of technology resources. All students and school staff are required to sign the Acceptable Use Policy (AUP) for use of technology at the School. Volusia County Charter High School provides for compliance with its established policies through filtering techniques. These techniques, in addition to blocking inappropriate materials, automatically notify School staff of such attempts immediately. All School staff are required to participate in the School's professional development modules on effective use of technology and must demonstrate proficiency in delivering and supporting instruction using technology. D. Explain how the educational program aligns with the school’s mission. The educational program of the School will use a comprehensive and evidence-based model of teaching and learning that will address core academics along with the social, personal, career, and academic goals of students. This program will be characterized by a strong curriculum plan, rich learning experiences, and technology enhanced teaching and learning opportunities leading to achievement of the Next Generation Sunshine State Standards and a standard high school diploma. Volusia County Charter High School and its philosophy is to embrace all students who have non-traditional learning and school needs in an education experience that will enhance their adult lives. These principles are embodied in the mission statement. The premise that students will be successful is derived from the School’s educational philosophy initiative of a positive impact on student outcomes, including accelerating student achievement, as well as offering school retention and promotion opportunities for at-risk high school students. Volusia County Charter High School creates a learning environment that encourages students to become in tune with their learning needs and educational options while learning about real life academic applications. Students, parents, and staff build a community of successful personal and academic experiences embedded in the culture of the school. We believe that to students and parents, school is their community. The more productive, healthy, and important school becomes to our students, the more our students play a critical role in their learning process. Volusia County Charter High School creates a strong sense of belonging for its students that improves attendance, participation, and achievement, and prevents risk-taking behavior that has led to unsuccessful experiences in the past. Our school influences our students’ sense of community through strong organizational structures, policies, procedures, and values that in turn have a positive effect on the entire community. There is no one magical, quick fix solution to the dropout problem. The problem is complex and requires a complex array of solutions. Dropouts have dissimilar characteristics and therefore need different kinds of programs that respond to their individual circumstances and Volusia County Charter High Page 21 needs. Our educational program provides one-on-one intensive attention to high-need students, who often must be convinced that they are competent and can be successful in school. Our program focuses on foundational skills development, removal of social and personal barriers to success, and offers a strong emphasis on college and career readiness so that at-risk students have a chance for success. While the School will be incorporating many practices and comply with standards most other public schools employ as necessary for accountability to the Sponsor and State, the advantage the School intends to leverage is the focus on individualized attention to the learning plans of each student, the infusion of technology throughout the campus and individually by the students, and the inherent benefits a small school with an enthusiastic faculty and staff can bring toward ensuring each student has every opportunity to reach their full potential. E. Explain how the services the school will provide to the target population will help them attain the Next Generation Sunshine State Standards - Common Core Standards, as required by section 1002.33, F.S. Volusia County Charter High School will use the Apex Learning curriculum, which is aligned with the Common Core and Next Generation Sunshine State Standards (NGSSS) and the educational requirements of the No Child Left Behind Act (NCLB). The School will follow the timeline for the implementation of the NGSSS as set by the Florida Department of Education. This combination of educational programs designed to meet high academic standards, coupled with a high degree of local parental choice provide the standards, flexibility, and diversity envisaged by the Charter School Statute. Before students enroll in Volusia County Charter High School, parents and students are given thorough explanations of the curriculum, expectations, and requirements of the school. This information is delivered through a variety of ways, such as open houses, published information, brochures, applications, and website question submissions. After enrollment and the start of school, parents continue to have flexibility to monitor their child's progress of the NGSSS online and/or through parent conferences. Because the school follows a continuous improvement model, parents have access to their child's progress at any time. Parents have significant information provided to them to schedule a conference, ask questions, or just be aware of their child's academic achievement. Parents have the flexibility to choose among the diverse educational opportunities within the state's public school system throughout the school year. F. Provide evidence that the existing design has been effective and successful in raising student achievement. The applicant does not plan to replicate an existing design. However, the tools and methodologies employed have been used in part in other school settings that have proven to be important in assisting students to achieve short and long term personal success. Details about Volusia County Charter High Page 22 these methodologies and tools as they have been assembled for this School, and the success they have achieved individually are detailed in Section 4, covering the curriculum. G. Describe the applicant’s capacity to replicate an existing school design. The applicant does not plan to replicate an existing school design but will use proven classroom curricula and online learning solutions that have proven effective, as described in Section 3F above. Volusia County Charter High Page 23 Section 4: Curriculum Plan A. Describe the school’s curriculum in the core academic areas, illustrating how it will prepare students to achieve the Next Generation Sunshine State Standards - Common Core Standards. The educational program of the School will use a comprehensive and evidence-based model of teaching and learning that will address core academics along with the social, personal, career, and academic goals of students. This program will be characterized by a strong curriculum plan, rich learning experiences, and technology enhanced teaching and learning opportunities leading to achievement of the Next Generation Sunshine State Standards and a standard high school diploma. The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them. The following components will be integrated into learning activities, lessons, modules, and units: Teacher-directed tutoring, mentoring, and coaching; Mastery-based and self-paced learning; Technology-enhanced learning, Accelerated accumulation of credits; Focused and relevant learning connected to students' lives; Foundational skills development; Formative and summative assessment; Social skills development; Employability skills development; Career assessment and preparation, Successful transition to the next steps in an Individual Transition Plan Volusia County Charter High School will promote a strong curriculum plan with academic objectives focused on providing a relevant and rigorous core curriculum that meets all students’ needs, creates continuous opportunities for students to accelerate their learning through various methods, and uses myriad assessment methods that are mastery based and performance based. The integration of technology to enhance teaching and the learning environment will develop skills that students of the 21st century need to be successful and tutoring sessions grant ongoing support, as well as FCAT preparation so that all students will demonstrate mastery at Level 3 and above. Volusia County Charter High School will give each student a first-rate, quality education aligned with the Common Core and Florida Next Generation Sunshine State Standards. The School will also engage in counseling the student with regard to personal and social issues that may be prohibiting that student from learning, teaching the student valuable life management Volusia County Charter High Page 24 skills, and training the student for, and placing the student in, gainful employment. Preparation for the student to pursue postsecondary opportunities by teaching him/her how to learn, and by equipping each student with career employability skills and career opportunities, will thereby empower him or her along the path to success. Enriched Learning Experiences The instructional software that will be used by the School will deliver a broad curriculum to support teachers in creating rich, in-depth learning experiences for their students (F.S.§1002.33 [7][2][b]). Each course will provide a complete scope and sequence with original instructional content that will not only guide students in mastering critical skills and developing an understanding of key concepts, but will also encourage them to extend their learning beyond required content. Multimedia tutorials will provide students with opportunities to explore and discover new concepts. Images, sound tracks, short movies, animations, charts, maps, and graphs integrated throughout the text will provide alternative representations and address different learning styles. Varied activities will challenge students to explore further, extend understanding, think critically, apply skills and concepts to new situations, and develop and express their points of view. Students will be actively engaged in learning as they read, watch, listen, inquire, write, discuss, explore, and manipulate objects and data. The curriculum will go beyond asking students to memorize facts. Instead, it will focus on requiring students to identify causes, changes, and trends. In addition, the School will integrate district-adopted textbooks and supporting resources to enhance each student's learning experience. Technology-Enhanced Core Academics The School understands that one size does not fit all and high-need students require a plethora of learning activities and opportunities. As such, the School will use a variety of technology-enhanced courses and research-based learning programs aligned to the Next Generation Sunshine State Standards (NGSSS). Courses offered by the School will help students achieve the NGSSS and prepare them to be college and career ready. These programs may include Apex Learning, Jamestown Reading Navigator, Reading Plus, Bridges, Lincoln Interactive, and School Connect. By using content from multiple providers, we will be able to offer standards-based courses in mathematics, science, English, social studies, world languages, electives, Honors, and Advanced Placement for grades nine through twelve. Apex Learning courses serve as the School's primary curriculum and provide foundational, comprehensive, honors, and Advanced Placement courses. Apex Learning courses and instruction may be supplemented with curriculum lessons from Jamestown Reading Navigator, Reading Plus, Bridges, School Connect, and Lincoln Interactive. The program from Your Teacher will provide focused instruction in high school math courses, including pre-Algebra, Algebra, and Geometry. Reading programs from Jamestown Reading Navigator and Reading Plus will help students achieve proficiency in Volusia County Charter High Page 25 reading. Bridges will be used for career planning and preparation, and School Connect helps students develop social/personal skills. Lincoln Interactive offers additional courses beyond the providers already listed that broaden the offerings Volusia County Charter High School can offer students. Apex Learning Apex Learning, accredited by the Commission on Schools of the Northwest Association of Accredited Schools, provides comprehensive online instructional content and assessments that help teachers individualize instruction, ensuring each student has the opportunity to achieve his or her potential. Online diagnostic assessments pinpoint student strengths and weaknesses. Detailed reports provide teachers with performance information for an entire class and for individual students. Study plans help teachers guide students toward relevant instructional content that engages the students in active learning experiences to master skills and develop conceptual understanding. Apex Learning gives teachers the flexibility to determine how to most effectively use these online curriculum resources to enhance classroom instruction. Based on relevant national standards and aligned to the NGSSS, Apex Learning helps teachers create active learning experiences that keep students alert and engaged. Interactive and original subject material is presented in a step-by-step fashion that is designed specifically to appeal to students. Multimedia tutorials provide opportunities to explore and discover new material, manipulative tools encourage hands-on interaction to master concepts, and interactive exercises with self-checks give frequent opportunities for students to confirm understanding and apply new concepts. Multiple representations help teachers reach each student. Apex Learning provides teachers with online content based on time-tested, researchbased pedagogical principles. Teachers can use introductory material to create an anticipatory set. Guided-inquiry and direct instruction activities help teachers engage students in focused instruction. Practice and application exercises can be assigned to reinforce skills and deepen conceptual understanding. Progress can be assessed throughout the instructional phase with formative assessments that provide feedback to both students and teachers. Assessment opportunities including formative, summative, and diagnostic assessments are integrated throughout Apex Learning's digital curriculum. Each lesson begins with the learning objectives for the lesson. Assessments address each learning objective and are designed specifically to test students at various levels of Bloom's Taxonomy. Formative and diagnostic assessments provide opportunities to gauge student progress on an ongoing basis. Summative assessments require students to demonstrate content mastery at the end of each unit and semester. Each Apex Learning online course provides a complete scope and sequence based on state and national standards. Courses are organized into semesters, units, lessons, and activities. Volusia County Charter High Page 26 A typical semester includes five to six units, each with five to six lessons. A typical lesson comprises a number of activities including studies, practices, readings, journals, labs, discussions, projects, web explorations, reviews, and both computer- and teacher scored assessments, including unit diagnostics. Each semester has an average of 750 pages, one thousand images, 250 multimedia tutorials, 250 interactive exercises, fifty computer-graded assessments, and 85 vetted web links. Jamestown Reading Navigator Jamestown Reading Navigator may be one of the primary reading intervention curricula used by the school. It is a research-based, field-tested program developed specifically to raise reading competencies and test scores of struggling middle school and high school students. This highly innovative program is targeted to students reading at least two levels below grade level. Jamestown Reading Navigator is an online and print-based program built upon the latest research in adolescent literacy, Reading Next (2004). The online component of Jamestown Reading Navigator will improve students' comprehension by utilizing direct, explicit instruction and modeling of good reading practices. Students will practice and apply these reading strategies and skills by reading highly engaging content, viewing interactive multimedia, and writing in response to reading. The print-based readings from the inTime magazines and the inClass Reader anthologies will give students an opportunity to extend their learning beyond the computer and encourage collaborative and/or independent learning. Teachers will be able to monitor student progress utilizing the online Learner Management System where scores from formative and summative assessments are recorded. Reading Plus Reading Plus® picks up where phonics and oral reading instruction leave off, providing rapid and sustainable comprehension and silent reading fluency gains. The system's assessments, individualized dynamic intervention, and progress monitoring provide the solutions needed to effectively identify and remediate struggling students, as well as others who could benefit from silent reading fluency development. By using 21st century technology, the Reading Plus® system provides a unique, independent practice environment designed to ensure immediate and frequent success. Readers build independent reading skills and confidence to prepare them for high-stakes tests, academic success, and challenges beyond secondary school. Bridges Choices® Planner from Bridges is an online career information delivery system that helps students compare, connect, and choose from a vast network of work and education options, effortlessly building powerful transition plans. Personalized planning becomes more effective with Guideways which suggests next steps based on what students have started or completed. Validated assessments enhance self-awareness, helping students make more informed decisions, Volusia County Charter High Page 27 while tools for resume writing and interview practice help them prepare for the world of work. All work, plans, and documents are saved in student portfolios. The career and education solutions for high schools have been specially designed to prepare students for successful transition to postsecondary school and beyond. The engaging, ready-to-implement, easy-to-use products have been proven successful with counselors, teachers, vocational directors, technology preparation coordinators, and administrators in high schools throughout the country for over 25 years. School-Connect® School-Connect® is a high school level program designed to improve students' social and emotional skills, boost academic achievement, and facilitate supportive relationships among students and teachers. The program consists of four modules: 1. Creating a Supportive Learning Community; 2. Developing Self-Awareness and Self-Management; 3. Building Academic Strengths and Purpose; and 4. Resolving Conflicts and Making Decisions. Lessons focus on bolstering protective factors, e.g., supportive relationships, social skills, emotional management, and effective study habits, and also focuses on reducing risk factors associated with school violence and high school dropout rates, such as bullying, social isolation, and poor academic attitudes and habits. The School-Connect® program applies the latest research in emotional intelligence, positive psychology, prevention, conflict resolution, and character education. The lessons are designed to create a positive school climate while giving students’ opportunities to explore, discuss, and practice skills crucial to success in school and the workplace. Particular attention is given to the requirements of high-need youth. As students' sense of competency grows, so does their self-esteem and commitment to learning. Development of the Curriculum The School's primary curricula will be selected based on the quality of the programs and evidence of effectiveness with our target population. All of the curricula to be used have documented evidence demonstrating student success. The Apex curriculum developers drew from decades of educational research to identify those factors most essential for a high-quality curriculum. Instructional Design Instructional design is based on the following time-tested pedagogical principles: 1. Create an anticipatory set for the student; 2. Provide focused instruction using varied teaching strategies, such as guided inquiry and direct instruction; Volusia County Charter High Page 28 3. 4. 5. 6. Engage students in practice and application exercises that clarify and deepen conceptual understanding and mastery of skills; Assess student progress throughout the instructional phase with formative assessments which will provide feedback to both students and teachers; Remediate where necessary; Integrate assessment in regards to the following: a. Diagnostic, formative, and summative; b. Based on Bloom's classical six-level taxonomy. Philosophy Consistent instructional philosophy is implemented across courses in each subject area: 1. English a. Integrate literature study, composition and skills instruction in each unit; b. Include literature from a wide variety of genres and time periods; c. Engage students in before-, during-, and after-reading activities. 2. Math a. Implement the Discovery-Confirmation-Practice model of instruction; b. Develop conceptual understanding, problem solving skills, and computational proficiency; c. Relate math to science and to real-world applications. 3. Science a. Teach through inquiry and use of the scientific process; b. Develop conceptual understandings; c. Combine learning of scientific knowledge with reasoning and thinking skills; d. Connect the study of science to history, mathematics, and student's lives. 4. Social studies a. Build instruction around the Knowledge-Skills-Application (KSA) model; b. Combine higher-level thinking with the basic facts or elements of knowledge; c. Encourage active learning: reading, viewing, and listening; engaging in reflective, creative, and analytical processes; d. Include a variety of types of information including engaging narratives, primary sources and focused analytical studies. 5. Standards Alignment a. Course design is based on Florida's Next Generation Sunshine State Standards (NGSSS); Volusia County Charter High Page 29 b. Standards are used to direct development of each course's scope and sequence, content, media, interactivity, and assessment. 6. Correlation reports for Florida NGSSS are available online a. To ensure validity, correlations are developed by a third-party independent source EdGate Correlations Services; b. Reports are available at the subject area, by course, and activity level. 7. Correlations and alignment are kept up-to-date. a. Within sixty days of formal adoption of new standards, new correlations are developed; b. To ensure the highest levels of correlation, any gaps in coverage of the new correlations are evaluated, and plans for creation of new content or revision of existing content are made. Core Courses Focused on building essential skills and content knowledge, Apex Learning Core Courses are designed to support success for both struggling and mainstream high school students. Rich graphics, engaging multimedia, hands-on interactivity, video, and audio tracks provide support for those reading below grade level and address different learning styles for all students. Robust scaffolding in the form of annotated readings, study sheets, and graphic organizers assist all learners in making consistent progress through coursework. Each semester course offers 70-90 hours of interactive direct instruction, guided practice, and integrated formative, summative, and diagnostic assessment. Information is presented in small, manageable chunks that require students to make decisions as they navigate through the content. Strict attention is given to keeping sentence and paragraph length short in accordance with online reading habits and readability principles. Images, sound tracks, short movies, animations, charts, and graphs integrated throughout the text provide alternative representations and address different learning styles. Prompts and interactive exercises give students frequent opportunities to check their understanding and apply what they learn as they progress through a subject. Rollover vocabulary provides important assistance to students who may otherwise be held back in their learning due to their reading level. Manipulatives provide hands-on opportunities for students to master difficult concepts. Extensive use of audio and video that are controllable by the student bring learning to life in a way that no text-based curriculum can. In addition, Apex courses integrate writing across the curriculum by offering opportunities for students to explain key concepts in their own words and to respond in writing to discussion prompts. In the core English courses offered by Apex, students write one short composition in each unit and receive step-by-step writing process assistance to support their success and skill development in writing. Across the curriculum, core Volusia County Charter High Page 30 content students can expect to find scaffolding in constructive activities to guide their success. Assessment is embedded throughout the learning process and emphasis is on computer-graded assessments. Diagnostic assessments included for each unit can be used as a pre- or a post-test to gauge a student's level of knowledge and understanding. Individual study plans are generated based on performance on the diagnostics outline, a personalized learning path for every student. Computer-graded quizzes integrated throughout the instructional content give students and teachers immediate feedback on an ongoing basis. Students are required to demonstrate what they have learned through computer-graded unit tests and semester exams. Core courses include optional teacher-graded summative assessments that can be used to evaluate higher order and critical thinking skills. English courses include multiple teacher-graded writing assignments as well as teacher-graded semester exams that are important components in the evaluation of a student's writing ability. Subject Area English Credits 4 Graduation Requirements Major concentration in composition, reading for information, and Literature. Mathematics 4 One of which must be Algebra 1 or its equivalent and one must be Geometry or its equivalent. Science 3 Two of which must have a laboratory component and one of which must be Biology 1 or an equivalent. Social Studies 3 Concentration in World History, US History, US Government, Economics. Foreign Language Volusia County Charter High Not required for HS graduation but required for admission into a state university. Courses Intro. to Literature and Composition Critical Reading and Effective Writing American Literature British and World Literature Introductory Algebra Consumer Math Integrated Math I Integrated Math II Algebra I-A Algebra I-B Algebra I Algebra II Geometry Pre-calculus Earth Science Physical Science Biology Chemistry Psychology Geography and World Cultures World History World History to the Renaissance World History Since the Renaissance U.S. History U.S. History to the Civil War U.S. History Since the Civil War U.S. Government and Politics U.S. and Global Economic French l French II Spanish I Spanish II Page 31 Arts 1 Physical Education 1 Electives Total 8 24 Must take a fine or performing arts, speech and debate, or practical arts class. Include the integration of health. Varied classes. Music Appreciation Art Appreciation Physical Education Skills for Health Various courses B. Describe the research base and foundation materials that were used or will be used to develop the curriculum. Volusia County Charter High School has selected a fully accredited, research-based curriculum that has been widely utilized in providing classroom instruction in Florida public and private schools for several years. Each of the curriculum providers, Apex Learning, A+ Learning System, Lincoln Interactive, Reading Plus and Jamestown reading Navigator has undergone rigorous examination by individual schools, as well as school districts and curriculum providers. Each curriculum provider was selected to deliver a component of the Volusia County Charter High School educational program that meets the individual needs of students. The goal is to provide students with choices that will help them earn their high school diploma. The Florida State Standards and Benchmarks are met by the selected curriculum choices. The Common Core State Standards (CCSS) provide a clear and consistent framework for student learning and ensure college and career readiness. The new Apex Learning courses in math and English language arts fully align to and incorporate the instructional intent of the CCSS including rigorous instruction, active learning experiences, and meaningful assessment. Apex Learning Apex Learning was selected because it has been recognized by the National Dropout Prevention Center as a model program for dropout prevention, recovery, credit recovery, and intervention. Volusia County (FL) Schools (VCS) has been using Apex Learning digital curriculum with much success. Today, at each of VCS's traditional high schools, students use Apex Learning digital courses in learning labs to recover credits required to get back on track for graduation. At VCS’s alternative education sites, including transitional schools for 8th, 9th, and 10th graders, storefront dropout prevention and recovery schools, and Department of Juvenile Justice sites, students take Apex Learning courses to earn original credit. A+ Learning System ® This research based curriculum software assists middle and high school students who have failed, or are at risk of failing, a course. The backbone of the A+ Learning System® is a series of comprehensive assessments that test students in five core curricular subject areas. The American Education Corporation offers electronic learning products and solutions to serve atrisk students in many alternative learning environments. The A+® products integrate into at-risk Volusia County Charter High Page 32 learning programs, including traditional classrooms, response to intervention, credit recovery, and dropout prevention to help students progress toward graduation. Lincoln Interactive Lincoln Interactive provides a series of cutting-edge, engaging courses for elementary, middle, and high school students designed to maximize academic success. It is a high-tech, hightouch, comprehensive learning package supported by highly qualified teachers dedicated to providing flexible, dynamic, and adventurous learning opportunities for students. Lincoln Interactive operates in partnership with National Network of Digital Schools, a Florida Department of Education approved online course provider. Lincoln Interactive offers over 250 online, self-paced semester courses offered in basic and advanced classes to serve the needs of a variety of different students including accelerated courses, expanded curriculum options, alternative education, credit recovery, and special education. Lincoln Interactive is used to expand learning opportunities in schools, as well as bridge educational gaps with its courses for core subjects and electives. Lincoln Interactive utilizes technology – especially interactive videos, games, and learning experiences – to bring lessons to life and allow students to engage in the learning process. Each course is tailored and adapted to meet the needs of each individual student and is facilitated by a qualified teacher. All courses are subject to a three-tier audit process to evaluate the quality of content, collect and analyze student feedback, and study student achievement and performance by the TriState Area School Study Council of the University of Pittsburgh. The National Network of Digital Schools which designs, develops, and delivers Lincoln Interactive courses, has also received accreditation from AdvancED, the secondary school accrediting agency of the Southern Association of Colleges and Schools. Reading Plus® Reading Plus® is one of the most extensively documented programs to establish the effectiveness of its technology-delivered, reading improvement techniques, especially in the area of silent reading fluency development. Beyond the pedagogical considerations observed in Reading Plus®, there is an array of studies dating back to the 1930s, when Earl A. Taylor initiated the first reading instrument training technique to develop fluency in silent reading. The studies continued through the1960s and into the 1980s with the introduction of the Controlled Reader, Guided Reader, Tach-X, and Tach-Mate tachistoscopes by Stanford E. Taylor. Taylor Associates studied the records of over three hundred schools and the reports on 65,000 students during the school years of 2005-2007, facilitating the creation of Reading Plus® 3.6, which contains an automated system of instruction, provisions for scaffolding of instruction to best accommodate individual student needs, ongoing formative and summative assignments, Volusia County Charter High Page 33 as well as many motivational measures which will maximize student progress toward developing reading proficiency. Numerous studies conducted with Reading Plus® demonstrate the system's effectiveness in developing reading proficiency in elementary, middle, and high school students. A recent study involving more than 28,000 students supported the following outcomes: 1. Reading Plus® significantly improved reading scores in middle school and high school students regardless of student ethnicity or sub-population; 2. A direct correlation was observed between the number of Reading Plus® lessons completed and gains achieved; 3. Participating Exceptional Student Education (ESE) students, both non-gifted and gifted, made significantly greater gains compared to non-participating students; 4. Participating English Language Learner (ELL) students made significantly greater gains compared to non-participating students. Jamestown Reading Navigator The National Dropout Prevention Center (NDPC) at Clemson University conducted an evaluation of Jamestown Reading Navigator (JRN) on student performance in reading in MiamiDade County Public Schools. Data were analyzed from the Group Reading Assessment and Diagnostic Evaluation (GRADE), a norm-referenced diagnostic assessment, and the Iowa Tests of Educational Development (ITED) for three groups of high school students enrolled in nineweek courses for ninety minutes a day, five days a week. Miami Southridge Senior High School implemented JRN to support grade ten students' reading achievement and to help them score proficiently on the FCAT. In preparation for the FCAT, the school held a semester-long FCAT Recovery class that used JRN as its curriculum. The program was used in an intensive reading class inside an inclusion model with special education and regular education students who had previously scored at Level One or Level Two on the reading section of the FCAT. The Gates-MacGinitie Reading Test was used to measure achievement growth. Students began the semester significantly below grade level. The GatesMacGinitie pre-test indicated the average reading level was 4.8. After five to six months of intensive intervention using JRN, all students showed growth in reading improvement, with an average growth of three years. Data were analyzed from the GRADE and ITED results for three groups of Davenport High School students enrolled in nine-week courses for ninety minutes a day, five days a week. This analysis was the only assessment of intensive, short-term JRN participation available in the first program implementation year. The GRADE was selected as the primary measure of change in reading skills, due in part to its capability for off-grade level testing, group-administration, and standardized reading growth measures. C. Describe the school’s reading curriculum. Provide evidence that reading is a primary focus of the school and that there is a curriculum and set of strategies for students who are Volusia County Charter High Page 34 reading at grade level or higher and a separate curriculum and strategy for students reading below grade level. The reading curriculum must be consistent with effective teaching strategies and be grounded in scientifically-based reading research. Reading is a critical portion of every education system, and literacy and reading for information create the basic foundation for all areas of learning. Therefore, the School's educational program will utilize curriculum that has substantial focus in these areas. The School will adhere to the specifications set forth by, and take full advantage of, the myriad resources available from the Just Read, Florida! Initiative. For example, the School will utilize the framework described in the Reading Program Specification for developing a highly effective reading program for the school. The components are as follows: 1. Comprehensive initial professional development; 2. Professional development for all staff; 3. Ongoing professional development; 4. Professional development to impact change; 5. Professional development led by school-site expertise; 6. Reading as a school-wide priority; 7. In-service and evaluation processes focus on reading; 8. Resource focus on reading achievement; 9. Student learning in essential reading components; 10. Efficient use of instructional time; 11. Systematic set of assessment practices; 12. Differentiated instruction; 13. Materials and resources aligned with student reading levels; 14. Comprehensive instructional materials; 15. Wide assortment of diverse text; 16. Flexible use of text; 17. Appropriate integration of technology. Upon entering the Volusia County Charter High School's program, students will be tested and placed in an appropriate initial reading level. To accomplish this, the School will incorporate screening and diagnostic assessment tools such as the TABE. This process of screening and creating a personalized learning strategy for each student, combined with the daily monitoring and assessment that will be rigorously performed by the staff, directly align with the Just Read, Florida! Initiative's goals. Students Reading Below Grade Level Volusia County Charter High School will implement a separate reading curriculum and strategy set for those students who read below grade level to increase their reading ability. Intervention for struggling readers will occur for students scoring at Level l or Level 2 on the FCAT. These students will receive intensive instruction in the scientifically-based researched reading elements Volusia County Charter High Page 35 of phonemic awareness, phonics, fluency, vocabulary, and comprehension. The instruction will be provided in addition to the core, required subjects in a face-to-face environment by certified teachers with a reading endorsement. The intervention for the students will be flexible depending on the needs of the students with time for whole group and individualized reading instruction that provide opportunities to develop both expressive and receptive language. Volusia County Charter High School’s Language Arts program includes strategies for students reading at grade level or higher, as well as a separate reading curriculum and strategies for students who are reading below grade level as required in Florida Statures 1002.33(6)(a)4. This does include LA and Reading courses specifically for ELL's at different levels of English proficiency through the instructional model approach and the use of ESOL instructional strategies to make instruction comprehensible. It is expected that students will master reading, writing, and verbal skills through continuous infusion of reading skills in all subject areas. The program emphasizes critical and creative thinking skills through instruction aligned to the CCSS and NGSSS. Lessons will be based on broad topics covering the reading process, literary analysis, the writing process, communication, information and media literacy. Primary Reading Intervention Curriculum Jamestown Reading Navigator may be one of the primary reading intervention curricula used by the school. This program is included on the list of State Adopted Instructional Materials as an appropriate K-12 Comprehensive Intervention Reading Program. It is a research-based, field-tested program developed specifically to raise reading competencies and test scores of struggling middle school and high school students reading at least two levels below grade level. The program is designed to be used by all teachers, regardless of their training. Jamestown Reading Navigator is an online and print-based program built upon the latest research in adolescent literacy, Reading Next (2004). The online component of Jamestown Reading Navigator will improve students' comprehension by utilizing direct, explicit instruction and modeling of good reading practices. Students will practice and apply these reading strategies and skills by reading highly engaging content, viewing interactive multimedia, and writing in response to reading. The print-based readings from the inTime magazines and the inClass Reader anthologies will give students an opportunity to extend their learning beyond the computer and encourage collaborative and/or independent learning. Teachers will be able to monitor student progress utilizing the online Learner Management System where scores from formative and summative assessments are recorded. Reading Plus® Numerous studies conducted with Reading Plus® demonstrate the system's effectiveness in developing reading proficiency in elementary, middle, and high school students. A recent study involving more than 28,000 students supported the following outcomes: Volusia County Charter High Page 36 1. Reading Plus® significantly improved reading scores in middle school and high school students regardless of student ethnicity or sub-populationl 2. A direct correlation was observed between the number of Reading Plus® lessons completed and gains achieved; 3. Participating Exceptional Student Education (ESE) students, both non-gifted and gifted, made significantly greater gains compared to non-participating students; 4. Participating English Language Learner (ELL) students made significantly greater gains compared to non-participating students. Face-to-Face Instruction and Progress Monitoring Face-to-face instruction will be provided by reading endorsed, certified teachers to students who are not proficient in reading. This instruction may be individual, small group, or whole class, depending on the specific needs of the students. The School will also use the Florida Assessments for Instruction in Reading (FAIR) to help teachers with screening, progress monitoring, and diagnostic information collection that are essential to guiding instruction. The Broad Screen will be used to identify students most likely to be on or above grade level in reading by the end of the school year. The screening tasks include an adaptive reading comprehension measure. This Reading Comprehension Screen will predict student success on the FCAT and will also provide a Lexile score for each student. Students with low performance on the Broad Screening measures will be further assessed using the Targeted Diagnostic Inventory. This inventory includes Maze and Word Analysis. Progress monitoring tools are available to assess student progress between administrations of the Broad Screening measures in letter sounds, word analysis, word building, and oral reading fluency. Teachers may also use the formative assessments in the Diagnostic Toolkit such as the Phonics and Sight Word Inventory, the Comprehension Strategy Inventory, and Teacher Guides for Scaffolding Comprehension in order to probe for deeper understanding of the passage. All progress monitoring assessment data will be automatically reported to the Progress Monitoring Reporting Network (PMRN). Results from progress monitoring assessments will be reported three times per year, in the Fall, Spring, and Summer. The School will align its diagnostic assessments with those in state-approved Comprehensive Reading Plans. Just Read, Florida! recommends one hundred minutes of daily classroom instruction that is aligned with Guthrie research which allocates 40% of the time for guided instruction, 20% for engaged reading, and 20% on strategies, with the remainder addressing motivation and format for all Level 1 students. Level 2 students do not require the same level of intensity as Level 1 students. These students will receive additional instruction in the areas of fluency, vocabulary, and comprehension. The Level 2 students will receive fifty minutes of daily reading instruction. Additional comprehension and vocabulary instruction will be received in the content area classes. Volusia County Charter High Page 37 Students Reading At or Above Grade Level Students scoring at Level 3 and above on the FCAT will also receive reading instruction. The instructional focus will be vocabulary and comprehension strategies that prepare the students for rigorous college coursework. These students will receive their focused reading strategy instruction within the content area classroom with the exception of those classes specifically designed to enhance preparation for the PSAT/SAT assessments. While they read, students will connect the new knowledge with prior knowledge and verify their predictions. Teachers will model active reading comprehension strategies for the students. After students have finished reading, they will learn to summarize and organize what they have learned. The School's teachers will receive professional development in scientifically-based reading research through participation in the School District's reading endorsement classes, as well as other trainings offered to all public school teachers. Reading Program Summary As the Reading Program Specifications are implemented in the School, both a firm foundation and a strong framework will be built in our reading program using the curriculum options described above. The School will assure that there is a commitment to improving reading and writing skills so that students meet the Next Generation Sunshine State Standards. The School will focus on achieving the goals outlined by Florida's reading initiative, Just Read, Florida!, and the nation's reading improvement initiative, Reading First. Furthermore, the School will base this framework on current and relevant research findings by the National Reading Panel (NRP), International Reading Association, the National Council of Teachers of English (NCTE), and the National Assessment of Educ. Progress (NAEP). D. Describe proposed curriculum areas to be included other than the core academic areas. In addition to the School's comprehensive core curriculum, we may offer the following programs and courses: 1. Targeted reading intervention programs, which may include Jamestown Reading Navigator and Reading Plus®. 2. Social/personal skills development program such as School Connect. 3. Career planning and preparation program such as Bridges. The School will also offer all required instruction for high school graduation described in the District Student Progression Plan. This will include a minimum number of hours of instruction in health education and substance abuse prevention appropriate for each grade level for high school students selecting the 24-credit option. The health education curriculum shall include required instruction on teen dating violence and abuse as defined by the Florida DOE. This curriculum will include, but is not limited to, the definition of dating violence and abuse, the warning signs of dating violence and abusive behavior, the characteristics of healthy relationships, measures to prevent and stop dating violence and abuse, and community resources available to victims of dating violence and abuse. Volusia County Charter High Page 38 E. Describe how the effectiveness of the curriculum will be evaluated. The specific learning results obtained through instruction will be directly correlated with the effectiveness of the curriculum used in the School. As such, it is critical that this effectiveness be evaluated in a variety of ways: 1. Evaluation of the curriculum courses, materials, resources, and offline activities that incorporate the aims, objectives, and teaching and learning strategies of the School's programs. 2. Performance evaluation designed to assess the extent to which the intended outcomes of the teaching and learning are achieved and the level of interference from other, unintended outcomes are evaluated in the following ways: a. Curriculum objectives measured through a variety of assessments, including authentic and local assessments. b. Effectiveness of instruction as evaluated through direct impact on student achievement, performance, and FCAT results. c. Trend analysis of student learning results, including course completions and FCAT results to identify potential gaps in curriculum. d.Annual comparison of pre- and post-test results using the TABE to determine if each student has met or exceeded his/her statistical expectancy, or to indicate in which areas the student did meet the expected standard. These test results, which measure progress in specific areas, including reading, mathematics, and overall academic achievement, also determines if that student is gaining at least a year's worth of learning for every year spent in the School. Any deficiencies in statistical expectancy and annual learning gains are correlated to gaps in the School's curriculum. e. Identified targets and components of each student's Individual Learning Plan are evaluated to determine if milestones have been met and to correlate any gaps in the ILP with gaps in the School's curriculum. f. Student achievement gains on objectives within core courses. g. Student demonstration of a year’s growth for every year enrolled. h.Student credit accrual. i. Student response to curriculum software choices. j. Teacher response to software choice. k.Teacher response to instruction, materials and resources. While the School will be incorporating many practices and comply with standards most other public schools employ as necessary for accountability to the Sponsor and State, the advantage the School intends to leverage is the focus on individualized attention to the learning plans of each student, the infusion of technology throughout the campus and individually by the students, and the inherent benefits a small school with an enthusiastic faculty and staff can bring toward ensuring each student has every opportunity to reach their full potential. Volusia County Charter High Page 39 Section 5: Student Performance, Assessment and Evaluation A. State the school’s educational goals and objectives for improving student achievement. Indicate how much academic improvement students are expected to show each year, how student progress and performance will be evaluated, and the specific results to be attained. Florida's differentiated recognition, accountability, and support systems will provide the needed levels of support and rewards as well as set ambitious but achievable Annual Measureable Objectives (AMOs) per the waiver to the Elementary and Secondary Education Act that the United States Department of Education granted to the Florida Department of Education. Building on the excellent foundation of standards, the Common Core State Standards are the first step in providing our students with a high-quality education. While the School will be incorporating many practices and comply with standards most other public schools employ as necessary for accountability to the Sponsor and State, the advantage the School intends to leverage is the focus on individualized attention to the learning plans of each student, the infusion of technology throughout the campus and individually by the students, and the inherent benefits a small school with an enthusiastic faculty and staff can bring toward ensuring each student has every opportunity to reach their full potential. An alternative school may choose to receive a school grade or a school improvement rating under s. 1008.341, F.S. For charter schools that meet the definition of an alternative school pursuant to State Board of Education rule, the decision to receive a school grade is the decision of the charter school governing board. As such, the School's Board will determine how the proposed school will be evaluated. The school improvement rating shall identify schools as having one of the following ratings defined according to rules of the State Board of Education: "Improving" means schools with students making more academic progress than when the students were served in their home schools. "Maintaining" means schools with students making progress equivalent to the progress made when the students were served in their home schools. "Declining" means schools with students making less academic progress than when the students were served in their home schools. In addition to the ratings referenced above, the School and student subgroups will be expected to perform to Yearly Measurable Objectives (YMOs) according to standards that are currently being defined by the Florida Department of Education. Volusia County Charter High Page 40 The following are the School's current educational goals and objectives: Goal Baseline Target Student participation FCAT and FCAT 2.0, End of Course Assessments At least 90% of eligible students will participate in the FCAT, FCAT 2.0 test Standardized test performance At least fifty percent (50%) of students who take the FCAT, FCAT 2.0 and End of Course Assessments will demonstrate annual learning gains as defined by the FLDOE At least 50% of students in attendance of 120 days or more will demonstrate annual learning gains in reading and math At least 50% of the students enrolled in an entire academic year (AugustJune) will earn at least 5 credits At least 50% of eligible seniors enrolled for an entire academic year and enter with 17 or more credits will graduate. Reading and Math levels Earned Credits Graduation Volusia County Charter High Student Progress and Performance Test Participation will increase at least 1% annually The percentage of enrolled students demonstrating learning gains will increase 2.5% annually Evaluation Results Attendance and participation in administration of FCAT, FCAT 2.0, End of Course Assessments Test Results Eligible students participate on FCAT, FCAT 2.0, End of Course Assessments Overall performance of eligible students to be at level 3 FCAT, FCAT 2.0 and at the average score to be established by the State for End of Course Assessments Students will perform at grade level in reading and mathematics The percentage of enrolled students demonstrating growth in reading and mathematics will increase 2.5 each year TABE Pre and Post Assessments The percentage of enrolled students earning at least five credits per academic year will increase annually Number of credits earned Eligible students will be moving toward graduation The graduation rate will increase 2.5% annually Students Graduate Ongoing improvement in annual cohort graduation rate. Page 41 B. Describe the School’s student placement procedures and promotion standards. The School will comply with the requirements for student placement and promotion as noted in the school district student progression plan. Placement The principal and staff of each school determine promotion and retention of a student unless it conflicts with the Student Progression Plan. Volusia County Charter High School will construct a four level system that provides personalized instruction based upon literacy and credit needs of the students. The system includes four Learning Levels that are defined by the needs of the students. Students are placed in a Learning Level upon entry and move to the next level upon meeting criteria set for that level: Level I: Students’ intake assessments indicate they need an intensive remedial approach that provides instruction in basic reading, mathematics, and writing with content courses available at a lower reading level than is typical for high school students. Multiple educational approaches are implemented included online learning and small group instruction. Level II: Students in Level II have reached an eighth grade literacy level in reading and mathematics but still need more intensive assistance to handle a traditional high school curriculum. Courses in the core and elective curricular areas are emphasized together with preparation for reaching the tenth grade level in reading and mathematics and for passing the FCAT graduation tests. Level III: Includes students who have reached their grade level literacy levels but need concentrated courses in the core or elective areas to graduate. They may also need assistance in building the skills necessary to pass the FCAT. Level IV: These students have few courses remaining until graduation and are highly motivated to complete the coursework and graduate. Some may need intensive assistance to pass the FCAT; others may have already passed the FCAT and need only a few courses for graduation. Promotion The following documents the criteria necessary for student promotion and progression for district reporting: 1. Promotion from ninth grade to tenth grade occurs when a student has completed one full year and has earned at least five credits. 2. Promotion from tenth grade to eleventh grade occurs when a student has completed two full years and has earned at least eleven credits. The student must also fulfill the graduation requirement on the FCAT/Next Generation Sunshine State Standards Tests for Reading and Mathematics. Volusia County Charter High Page 42 3. For 24-credit option students, promotion from eleventh grade to twelfth grade occurs when a student has completed three full years and has earned at least seventeen credits. 4. Students electing the 18-credit graduation option are promoted to grade 12 immediately following FTE survey period 3 in February of their third year. 5. Students electing to graduate with 24 credits in three years are promoted to grade 12 on May 1 of their third year if they are on track to graduate. 6. Three of the four required mathematics credits must be earned in grades 9-12. However, students who score a minimum of 550 on the mathematics portion of the Scholastic Assessment Test (SAT) or a minimum of 24 on the mathematics portion of the American College Test (ACT) may be exempt from the requirement that the 3 credits be earned in grades 9-12 and may use high school credits earned at the middle school toward the four credit graduation requirement. High school courses taken at the middle school and the grades earned in those courses will remain as part of the student's academic record. 7. Approved credits earned in other districts are accepted at face value. Students’ progress in grade levels at Volusia County Charter High School, which are not determined by semester or calendar, when they meet the requirements listed in the table below: Classified Grade 9-10 Students Must Have: 5 credits And Must Include Grade 10-11 11 credits Must include Grade 11-12 17 credits Must Include Graduation 24 Credits Must Include Passage of These Required Courses 1 English or 1 Math –or- .5 English and .5 Mathematics 1 Science 1 Social Studies 3 Credits in English and/or Mathematics 8 required credits in English, Mathematics, Science, and Social Studies All required courses for graduation; GPA requirements; and passing scores on the FCAT, FCAT 2.0 and EOC. Credits Required To Move Up 7.5 Credits 13 Credits 20 Credits C. If the school will serve high school students, describe the methods used to determine if a student has satisfied the requirements specified in section 1003.43, F.S., and any proposed additional requirements. The following chart displays the requirements for graduation for students who entered 9th grade in 2007-08 through 2009-10. If students enroll in the School who entered 9th grade prior Volusia County Charter High Page 43 to 2007-2008, their graduation requirements will comply with state and school district requirements. Classes English/ESOL Mathematics Science Social Science Foreign Language Performing/Fine Arts/Practical Arts/Career & Technical Education Physical Education/Health Classes Electives Grade Point Average Minimum grade to earn course credit 24 Credit Standard Program Requirements 4 credits (major concentration in composition & literature and reading for information) 4 credits (Algebra 1, Geometry, & 2 course at the Algebra I level or higher) 3 credits (1 credit in biology, physical science and 1 credit in another science). All courses must include a laboratory component. 3 credits (World History, American History, American Government, & Economics) Not required (foreign language credit is required for admission to a state universities). 1 credit in performing/fine arts or a practical arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination 18 Credit College Preparatory Program 4 credits (major concentration in composition & literature and reading for information) 3 credits (Algebra 1, Geometry, & a course at the Algebra I level or higher) 3 credits, two of which must include a laboratory component. 18 Credit Career Preparatory Program 4 credits (major concentration in composition & literature and reading for information) 4 credits (Algebra 1, Geometry, & a course at the Algebra I level or higher) 3 credits, two of which must include a laboratory component. 3 credits (World History, American History, American Government, & Economics) 2 credits in the same language or a demonstrated proficiency 3 credits (World History, American History, American Government, & Economics) Not required Not required 1 credit Not required 3 credits in a single career/technical education program, 3 credits in career/technical dual enrollment courses, or 5 credits in career/ technical ed courses Not required 24 Credit Standard Program Requirements 8 credits (4 credits must be in the student’s major area of interest; remaining credits may be used for another major, minor, elective courses, or intensive reading or mathematics courses) 2.0 18 Credit College Preparatory Program 3 credits 18 Credit Career Preparatory Program 2 credits unless earning credits in career/technical education 3.5 3.0 D B (weighted or unweighted) C (weighted or unweighted) The Graduation Process The School's Graduation Committee and Principal, on behalf of the Board of Directors, will review each student's Individual Learning Plan and ensure that it is complete before the student is deemed ready for graduation. Students must satisfy all of the following requirements: 1. Achieve all of the required academic credits; 2. Attain the required GPA for their chosen graduation option; 3. Successfully complete graduation requirements under the FCAT standards (or end-ofcourse exams, when required); Volusia County Charter High Page 44 4. Pass an exit interview with the School's Graduation Committee. The unique situation and requirements of our high-need youth are similar to those defined in F.S. §1003.43(6); therefore, the Board of Directors may determine additional credits and/or alternative graduation requirements to better meet the needs of our students. For students who are eligible, Volusia County Charter High School may implement Florida's GED Exit Option Model. To be eligible to participate in this process, students must: Be at least 16 years of age and currently enrolled in a PK-12 program; Be enrolled in courses that meet high school graduation requirements; Be over-age for grade and or in jeopardy of not graduating with their cohort group due to credit deficiency and or low grade point average; Have a minimum ninth grade reading level. Scores for FCAT Florida students do have other options. A senior can graduate by receiving a score comparable to the FCAT passing score on the ACT or SAT. Students may satisfy the score requirements using various combinations of tests. The FLDOE is authorized to adopt concordant scores as meeting the graduation assessment requirement in lieu of passing the FCAT. Remediation Activities For 12th graders who have not earned a passing score on the FCAT and are at-risk of not graduating, the School will conduct appropriate remediation activities. Students with Disabilities Successful transition to postsecondary adult life for students with disabilities requires comprehensive planning, goal setting, and decision-making. One of the most important decisions is the type of high school diploma the student will pursue. This decision is usually made by the student and family prior to entering high school with an Individual Education Plan (IEP) team. Diploma options should be considered in the following order according to the student's needs and abilities: 1. Standard diploma; 2. Standard diploma with FCAT waiver; 3. Special diploma, option 1; 4. Special diploma, option 2 (based on mastery of a set of employment and community competencies); 5. Certificate of Completion; 6. Special Certificate of Completion. Students who do not meet requirements for a standard or special diploma may be awarded either a regular or a special certificate of completion, depending on their coursework. Volusia County Charter High Page 45 Special diplomas will be available to certain students with disabilities who have been identified with the following disabilities: intellectual disabilities, specific learning disabilities, physically impaired, emotional/behavioral disabilities, dual sensory impaired, autism spectrum disorder, language impaired, or deaf/hard of hearing. Students identified as visually impaired, speech impaired, gifted, or homebound are not eligible for a special diploma unless they have another identified disability. Volusia County Charter High School will work closely with the school district to determine the most appropriate placement of special diploma students. The best interest of the student is always the top priority in providing appropriate services. Since the age of our target student population is 15 to 21 years, the majority of exceptional student education (ESE) students should have a current IEP. If not, the School's IEP team will identify the expected level of functioning (independent, supported, or participatory benchmarks) for each standard whenever the IEP team recommends a student pursue a special diploma. The IEP team will address the expected levels of functioning on an annual basis. Student's expected levels of functioning may change anytime the IEP team determines it is appropriate to make changes. Depending on the student's expected levels of functioning, assistive and adaptive technology modifications will be considered to help students be successful in their coursework. Student progress on the standards will be measured through a variety of methods, including various instructional activities and alternative assessment strategies. School Accreditation Volusia County Charter High School will seek accreditation by the Southern Association of Colleges and Schools (SACS). If accreditation is granted, Volusia County Charter High School will comply with SACS standards for graduation for high-need students and special purpose schools. Upon final review, a standard Florida high school diploma or other diploma option will be issued to the student and the graduation date recorded on the student's permanent record. Volusia County Charter High School will award high school diplomas to students who met all of the graduation requirements as outlined by the FLDOE during the initial year of operations and while the school is a SACS candidate. D. Describe how baseline achievement data will be established, collected, and used. Describe the methods used to identify the educational strengths and needs of students and how these baseline rates will be compared to the academic progress of the same students attending the charter school. Review Incoming Data and Develop Baseline Profile A baseline profile is developed for each student to use as a comparison by which to assess each student's strengths and needs, incremental academic progress and growth, annual learning gains, and ongoing improvement. Volusia County Charter High Page 46 The School will request access to the School District's Information Services department data and curriculum records from the previous school attended by the enrolling student. A thorough review of an incoming student's prior year FCAT scores (if they are included in the student's cumulative folder), attendance records, and report card grades will be conducted. A determination will be made whether the student has an English Language Learner (ELL), Individual Education Plan (IEP) or 504 plan. Prior year FCAT scores will be primarily used to determine prior rates of academic progress. The following data variables are foundational to the baseline profile: Age; Gender; Grade level; ESE/ESOL status; Dropout status; Foundational skills level in reading and math; Number of Credits; GPA; FCAT results; Attendance; Truancy; Discipline. These data will provide an initial baseline regarding student performance, and will be evaluated throughout the student's enrollment at the School to create a longitudinal performance profile. Administer Tests of Adult Basic Education (TABE) Student improvement will be measured by the TABE (administered minimally twice each school year), which provides information about student achievement and ability. This will provide baseline data and allow us to determine, based upon that student's overall achievement level, where a student is academically at the beginning of the school year and how much that student is predicted to educationally grow throughout the course of the assessment period. For each student, using an annual comparison of the beginning and ending results, it will be determined if he/she has met or exceeded his/her statistical expectancy using overall academic achievement levels, or it will indicate in which areas the student did not succeed. Not only will these tests provide a measure of each individual student's educational growth, but the item-byitem, area-by-area analysis provided by these tests will also identify specific educational areas needing remediation or intervention. Volusia County Charter High Page 47 Develop Personalized Success Plan A Personalized Success Plan (PSP) will be developed for each student who enrolls in Volusia County Charter High School. A thorough transcript review will be conducted by the Assistant Principal to develop each student's PSP. Volusia County Charter High School will follow up with the School District to obtain any missing performance data so that the students' PSP will be as complete as possible. This PSP serves as the student's roadmap to successful graduation and transition. The PSP tells us where the student comes from and what he/she brings academically, socially, and personally; tells us where the student currently is and where the student wants to go. The relevant data and student progress are presented in the virtual MY SUCCESS® Student and Parent Dashboard. This real-time system of monitoring and tracking student performance and success is a key tool for engaging and motivating students. This system of establishing baseline measures and development of the PSP are critical to student performance, achievement, graduation, and transition to postsecondary success. These tools guide the instructional and support staff in making the most appropriate decisions in addressing a student’s academic challenges, personal and social needs, and career aspirations. This system, along with the MY SUCCESS® Student and Parent Dashboard, ensures student success and continuous improvement at the student, staff, school, and program levels. Monitoring Progress The School requests that the District and the School agree to electronically exchange data on a periodic basis. These data shall include attendance, credits earned, grade point average (GPA), courses attempted/completed, and state competency exam results for each student prior to enrolling in the School, subject to all requirements of the Family Educational Rights and Privacy Act (FERPA). Access by the School to such information shall be solely for the special purpose of ascertaining the instructional requirements of the student while enrolled in the School, and for follow-up by the District and Volusia County Charter High School concerning the student's performance during enrollment in the school, up to and including graduation. The data format, frequency, and data sharing protocol will be agreed upon between Volusia County Charter High School and the District. E. Identify the types and frequency of assessments that the school will use to measure and monitor student performance. Assessment Florida Comprehensive Assessment Test (FCAT) End-of-Course Exams Tests of Adult Basic Education (TABE) Formative assessments Florida Assessments for Instruction in Reading (FAIR) Course Summative Assessments Volusia County Charter High Frequency Annually As required upon implementation by the state and district Fall and Spring of each year On-going Fall, Winter, Spring At completion of each course Page 48 Participation in the Statewide Assessment Program Volusia County Charter High School, as a public charter school, will participate in the Florida statewide assessment program, a state education accountability system, as specified by Florida Statutes. Volusia County Charter High School views assessment as the process of measuring a student's progress toward a goal. Each student's Personalized Success Plan (PSP) will serve as the foundation from which to measure student outcomes. Outcomes will be congruent with the Next Generation Sunshine State Standards, which identify what Florida public school students should know and be able to do. Students are expected, at a minimum, to achieve learner expectations at the end of the developmental levels as outlined in the benchmarks of the Next Generation Sunshine State Standards. Faculty of Volusia County Charter High School will plan with representatives of the School District to align testing with the district's schedule for testing. Assessments will include the FCAT and FCAT Writing. As the FLDOE develops new assessment tests, specifically End-ofCourse exams, the faculty will work with the FLDOE and the school district on the implementation of these assessments. Other Assessments Used to Document Achievement Knowing where a student is academically at any point in the learning process is essential to ensuring student success. Assessment is ongoing to measure both incremental and annual growth. 1. 2. a. b. 3. a. b. 4. Student progress and achievement are measured in each of the following ways: Baseline Assessment/Initial assessment of reading and math skills levels using the TABE. a. Reading and math skills levels are assessed upon student initial enrollment in the School. b. Foundational reading and math skill levels are essential in the development of each student's ISP and placing students in appropriate content. Formative Assessment/Assessments of ongoing progress in content areas to identify incremental growth and adjust instruction. Ongoing assessment and evaluation are conducted through classroom observations, quizzes, tests, and checklists. Any gaps in student progress are identified and appropriate strategies to address the gaps are implemented based on performance data. Interim Assessment/Benchmarking to identify progress. Instructional strategies and content are modified based on pre-determined benchmarks of acceptable progress and student success. Teachers customize learning activities to ensure that teaching and learning are appropriate for learners. Summative evaluation of content mastery. Volusia County Charter High Page 49 a. Student mastery of content is measured through achievement of learning benchmarks and upon successful completion of each course. b. Mid-year and end-of-year assessments validate and verify credits earned for promotion to the next grade level. As mentioned previously, Volusia County Charter High School will use a value-added approach by combining several diagnostic instruments and measurement tools, e.g., Tests of Adult Basic Education (TABE), social/personal needs assessment, Individual Success Plan [ISP], FCAT, that track and monitor student progress. These progress tools allow for program customization to meet individual student needs ensuring mastery and success. In addition to the tools listed above, classroom formative assessment will occur, regularly employing such strategies as, but not limited to, observation, reviews, projects, quizzes, tests, and review of electronic Student Progress Reports (SPR). The SPR will track mastery to prevent a student from proceeding to the next lesson until he/she reaches the mastery level on the current lesson. The continual assessment provided by the SPR will assist the student and teacher not only in identifying areas of success, but also in identifying areas where the student may be experiencing difficulty and need additional instruction. The technology-enhanced courses and content to be used by Volusia County Charter High School will provide both teachers and students with the ability to monitor student progress continuously. Students will be able to check the quality of their work, see if they are on schedule for completing courses, review all assignment and test deadlines, and access an Activity Score Report. This Activity Score Report will contain: An on-schedule indicator; Information on any overdue or not yet scored activities; Feedback on quality of work; Grades-to-date and exam results; Grading deadlines; Learning activities scores and due dates. Teachers will have access to the SPR and Activity Score Report for each student enrolled in the School. They also will have the ability to run a diagnostic summary to track overall student and class performance for all technology-enhanced courses. Student's FCAT scores in reading and math from year-to-year, where applicable, will be used to determine the percentage of students demonstrating learning gains on an annual basis for all enrolled students and the lowest quartile. The TABE will be used as a benchmark test for determining grade equivalent reading and math skills levels upon program entry. Incremental growth in foundational skills levels will be determined through post-120 days TABE testing. Volusia County Charter High Page 50 F. Describe how student assessment and performance data will be used to evaluate and inform instruction. In addition to the baseline data described above, assessment of student progress will be ongoing at all levels, in all courses, and in all areas of instructional delivery. Classroom assessment will occur daily and include such strategies as, but not limited to, observation, reports, reviews, projects, quizzes, and tests. The instructional software programs to be used by Volusia County Charter High School, will provide comprehensive online instructional content and assessments that will help teachers individualize instruction, ensuring each student has the opportunity to achieve his or her potential. Online diagnostic assessments will pinpoint student strengths and weaknesses. Detailed reports will provide teachers with performance information for an entire class and individual students. Study plans will help teachers guide students to relevant instructional content that engages them in active learning experiences to master skills and develop conceptual understanding. These programs will give teachers the flexibility to determine how to most effectively use these online curriculum resources to enhance classroom instruction. Assessment opportunities including formative, interim, summative, and diagnostic assessments will be integrated throughout the digital curriculum. Each lesson will begin with the learning objectives for the lesson. Assessments will address each learning objective and be designed specifically to test students at various levels of Bloom's Taxonomy. Formative and diagnostic assessments will provide opportunities to gauge student progress on an ongoing basis. Summative assessments will require students to demonstrate content mastery at the end of each unit and semester. The teachers and students will continually monitor individual student progress by reviewing daily work and skill mastery indicated by Student Progress Reports (SPR). This SPR will consist of instructional software mastery assessments to prevent a student from proceeding to the next lesson until he/she reaches mastery level on the current lesson. It also will continue to assess and assist the student and teacher in identifying areas of success and areas where the student is having problems and needs additional instruction. Each student's PSP will serve as the foundation from which to measure his/her outcomes. These student outcomes will be congruent with the Next Generation Sunshine State Standards. Assessments that measure individual student performance will assure that the educational programs comply with the No Child Left Behind Act. All of the above mentioned assessment, evaluation, monitoring, and feedback tools and strategies will be used in a student-centric way to inform targeted instruction to: Identify students' strengths and needs; Develop student profiles of success; Identify best practices; Volusia County Charter High Page 51 Determine starting points for instruction; Remove barriers to student learning and continuous improvement; Determine appropriate pacing for on-schedule completion of courses; Differentiate instruction; Identify immediate intensive interventions; Re-teach non-mastered content and key concepts; Determine mastery and grade promotion; Determine need for additional resources to support learning; Modify instructional program at the classroom, school, and program levels; Develop targeted professional development so that teachers have requisite competencies to ensure that all students are successful. G. Describe how student assessment and performance information will be shared with students and with parents. Volusia County Charter High School is accountable to parents and responsible to students through daily assessments of measurable goals and objectives that continuously monitor academic progress and the pace of learning. Students, parents, and staff will be able to access student progress data through the MY SUCCESS® Student and Parent Dashboard which is an online, secured private portal available at all times. In addition to the MY SUCCESS® Student and Parent Dashboard, the school will communicate with parents through phone calls, e-mails, and written reports that describe their child's progress and success. Volusia County Charter High School will also hold Family Nights and individual student-parent conferences for communicating student success. Volusia County Charter High Page 52 Section 6: Exceptional Student A. Please indicate the level of service that the school will provide to students with disabilities by selecting from the list below. The school will serve students with disabilities whose needs can be met in a regular classroom environment with at least eighty percent of instruction occurring in a class with nondisabled peers, with the provision of reasonable supplementary supports and services and/or modifications and accommodations. B. Describe how the school will ensure that students with disabilities will have an equal opportunity of being selected for enrollment in the charter school. The School is expected to have a racial/ethnic population as well as an English Language Learner (ELL) and Exceptional Education Student (ESE) population representative of the surrounding schools and community it will serve. An open admissions policy will be implemented wherein the School will be available to any student residing in the County. Any eligible student, as described in Fla.Stat.§1002.33(10), who submits a timely application and whose parents accept the conditions of the Parental Involvement Contract shall be considered, unless the number of applications exceeds the capacity of the program, class, grade level, or building. In such case, all applicants shall have an equal chance of being admitted through a random lottery selection process. If the number of applications falls short of the established capacity, supplemental registration periods may be held for the purpose of reaching student capacity. In accordance with federal and state anti-discrimination laws and in accordance with the Florida Educational Equity Act, Section 1000.05(2)(a) the School will not discriminate on the basis of race, ethnicity, national origin, gender, disability, or marital status against a student in its school admission process. C. Describe how the school will work with the sponsor to ensure the charter school is the appropriate placement for each student with a disability, based on the student’s needs. Volusia County Charter High School will follow the ESE Policies and Procedures Manual of the School District of Volusia County. The school will implement the Local Education Agency’s (LEA) identification, evaluation, placement, and due process procedures as are used in other traditional schools within the district. The School will utilize a service delivery model of inclusion for students with disabilities. Volusia County Charter High School, in collaboration with the District, will determine the proper placement for students with disabilities within the full continuum of services that are offered by the LEA. With the support of the LEA, Volusia County Charter High School will assume the responsibility for determining and delivering services to exceptional students as identified in the student’s IEP. Volusia County Charter High Page 53 Students with disabilities will be educated in the least restrictive environment possible. If learning cannot be achieved in a regular environment with the use of supplementary services, the student will be placed in an alternate learning environment. Likewise, gifted students will be educated in a setting that promotes an opportunity for advanced learning. In accordance with all state and federal special education guidelines and regulations as provided in the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act, Volusia County Charter High School will provide a Free and Appropriate Public Education (FAPE) to all students with disabilities. The exceptional student education program at Volusia County Charter High School will adhere to the principals of the laws as outlined below: Free and Appropriate Public Education (FAPE) – a free program with no cost to parents that will be provided to every exceptional student enrolled at Volusia County Charter High School. Appropriate Evaluation – per the Sponsor’s guidelines, Individual Education Plans (IEP) and Educational Plans (EP) for gifted students will be developed and maintained and meetings will be held within the timelines specified. Parent/Student Participation in Decisions – inclusive of providing background information to assist the school in understanding their child, giving consent for evaluation and initial placement, and assisting with creating the IEP. Procedural Due Process – Per the procedural safeguards that are provided to parents in written form, eligibility, identification, location, placement and evaluation process as well as adherence to procedural guidelines for all of these and with integrity to FAPE will be implemented. Due process in regards to proposing or refusing to start or amend the identification, evaluation, or educational placement of the student or the provision of a free appropriate public education may be initiated by either the district or the parent. Volusia County Charter High School will utilize a multi-tiered Response to Intervention (RtI) model for the implementation of research-based instruction and intervention to identify students with exceptional needs. Response to Intervention (RtI) Parents want to see their child excel, and it can be very frustrating if a child falls behind in reading, math, writing, or other subjects, or if the child has difficulty getting along with others or making appropriate choices. Response to Intervention (RtI) is a process that provides intervention and educational support to all students at increasing levels of intensity based on their individual needs. The goal is to prevent problems and intervene early so that students can be successful. Volusia County Charter High Page 54 What parents can expect with RtI 1. Parents will be informed and involved in planning and providing interventions for their child; 2. Parents will see levels of support (academic and behavioral) that increase or decrease in intensity depending on the child’s needs; 3. Parents will receive frequent progress monitoring about how their child responds to the intervention provided. The RtI Process The RtI process has three tiers that build upon one other. Each tier provides more intensive levels of support: 1. Tier I includes high quality instruction. The school provides all students with access to high quality curriculum, instruction, and behavior supports in the general education classroom. 2. Tier II includes additional targeted, supplemental instruction/interventions. The school provides interventions to small groups of students who need more support than they are receiving through Tier I. 3. Tier III includes intensive interventions. The school develops and implements interventions to meet the individual needs of students. Your child’s progress is monitored and results are used to make decisions about additional instruction and intervention. RtI Includes: 1. High quality, research-based instructional and behavior supports in general education 2. School-wide screening to determine which students need closer monitoring or additional interventions 3. Multiple tiers of increasingly intense, research-based interventions matched to the needs of student(s) 4. Use of collaborative problem solving to develop, implement, and monitor interventions 5. Continuous monitoring of student progress to determine if instruction/interventions are effective in meeting the needs of student(s) 6. Follow-up to ensure that the instruction/interventions were implemented as planned 7. Active parent involvement throughout the process of pursuing solutions that lead to increased success 8. Evaluation timeline requirements are followed unless both the parents and the school team agree to a time extension to learn more about what works for the student. Adapted from the National Joint Committee on Learning Disabilities Volusia County Charter High Page 55 The School Based Team (SBT) will offer educational instruction to properly train teachers how to implement diverse interventions for students with learning, emotional, social, and behavioral difficulties in school, primarily within general education classes. The SBT process is initiated upon request and the collection of student information such as history of grades, background screening, attendance, academic, behavioral and/or social-emotional screening assessments are conducted. Continuous monitoring of student’s response to intervention determines the effectiveness of the interventions and assists in the data based decision-making. After the consideration of all the data by the SBT, a data-driven decision is made as to whether a referral for a Multidisciplinary Team evaluation will be initiated. This precise and constant sorting and analyzing of information makes the SBT a reliable and efficient system incorporating the tiers of intervention delivery. Prior to a referral for students suspected of having a disability, school personnel must make one of the following determinations and include appropriate documentation in the student’s file: 1. For students who present speech disorders; severe cognitive, physical, or sensory disorders; and/or severe social/behavioral deficits that require immediate attention in order to prevent harm to the student or others, the implementation of evidence-based interventions (including the parent involvement in the intervention procedures) and the observations of the student would be inappropriate in addressing the immediate needs of the student. 2. The activities described in the general education intervention procedures above have been implemented, but have been unsuccessful in addressing the areas of concern for the student. 3. The parents of the child receiving general education interventions requested, prior to the completion of the interventions, that the school conduct an evaluation to determine the child’s eligibility for specially designed instruction and related services as a student with a disability. In this case, the activities described in the general education interventions procedures are completed concurrently with the evaluation but prior to the determination of the student’s eligibility for specially designed instruction. In the instance where significant risk factors are present or if the student demonstrates severe cognitive, physical, or sensory impairment, or presents as a danger to self or others, an individual intervention plan should be developed as the child awaits the Child Study Team (CST)’s evaluation. Exceptional students are guaranteed a free appropriate education and evaluation as well as consequent placement and implementation of an appropriate IEP. The written individualized educational plan for each student will include measurable annual learning behavioral goals that may involve the evaluation of behavior through a Functional Assessment of Behavior (FAB) and Volusia County Charter High Page 56 the development of a Behavior Intervention Plan (BIP). Additionally, program components including specialized instruction and related services, goals, progress reports to parents on goals, diploma options, curricula whether standard and/or modified, and assessment may also be addressed therein. In the written IEP, supplementary aids and related services will be identified and the necessary accommodations and modifications will be clearly delineated. The School will ensure that appropriate personnel will be trained in using the Web Based IEP system that is currently being used by the Sponsor. Volusia County Charter High School will comply with Section 504 of the Rehabilitation Act of 1973 that states no person with a disability can be excluded from, or denied benefits of, any program receiving federal financial assistance. If a person has a mental or physical impairment that substantially limits one or more of a person’s major life activities, he or she is deemed disabled within the definition of Section 504. Section 504 requires that a school evaluate “any person who, because of a disability, needs or is believed to need special education or related services.” The school must develop and implement the delivery of needed services and/or accommodations for all students determined to be disabled under Section 504. The determination of what services and/or accommodations are needed must be made by a group of people who are well informed regarding the needs of the student. An appropriate accommodation for an eligible student may consist of education in general classes with accommodations and program design to meet the student’s needs. The PST (Problem Solving Team) will convene to formally discuss the student’s academic, behavioral and medical concerns. The student’s cumulative record, classroom documentation, attendance, and behavior will be discussed throughout the screening process. There are three possible scenarios that may occur: 1. Further intervention may be needed (review, revise, implement and document) and stop process; 2. Possible exceptional student education (ESE) referral (following ESE procedures); 3. Possible 504/ADA disability. Should 504/ADA disability be suspected, parental consent to evaluate will be obtained. The type of disability believed to be present and the type of service(s) the student may require will determine the extent of the evaluation process. The PST will become the eligibility team and must include a minimum of two persons well informed about the student, the meaning of the evaluation data, and the placement options, and the 504/ADA contact person (ESE Coordinator). The team will review all information considered during the pre-referral, referral, and screening and evaluation process. Determination of placement will be based on all data, and on whether the student has a physical or mental impairment that substantially limits a major life activity. The determination will be based on the impact of the disability upon the student. Volusia County Charter High Page 57 If the team decides that the student is eligible, then placement will occur. Accommodations will be developed and implemented by the classroom teacher(s) by the next school day. Students who qualify for 504/ADA placement will be in regular education classes. They may receive accommodations in the classrooms, and where necessary, on statewide assessments. Should the student be determined ineligible, then all documentation will be completed and data will be placed in the student’s cumulative file. Parents will be given copies of the Procedural Safeguards as required by law. Meetings will occur on a regular basis between the classroom teacher and the ESE department in order to assess the student’s progress. The 504/ADA plans will be reviewed annually. Reevaluation will take place every three years. D. Describe how the school will utilize the regular school facilities and adapt them to the needs of exceptional students to the maximum extent appropriate, including the use of supplementary aids and services. Students with disabilities enrolled in the School will be educated in the least restrictive environment and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. As it is the School’s mission to place students in an environment where they can develop to their highest potential, those students whose needs cannot be adequately addressed at the School will be appropriately referred and staff will work together with the Sponsor’s personnel to ensure that the needs of these students are met. E. Describe how the school’s effectiveness in serving exceptional education students will be evaluated. The School's effectiveness in serving ESE students will be evaluated based on each student's success in meeting the goals on his/her IEP, grade promotion, credit accumulation, graduation, and successful postsecondary transition. It is important to note that ESE and gifted students will be assessed on an ongoing basis along with their nondisabled and non-gifted peers. Each course's curriculum will be developed to include regular assessments to determine student mastery. If a student does not exhibit mastery, an ESE specialist will work with the classroom teacher to provide accommodations to the curriculum and/or pace of delivery within the general learning environment. All classroom teachers will be provided with the appropriate information concerning modifications and accommodations included in the student's IEP, as well as support staff needed to address the identified goals. Volusia County Charter High School will evaluate its effectiveness in serving exceptional education students on a regular basis through the following reviews: Quarterly updates and record keeping of each student’s IEP goal progress and attainment on the appropriate document insert within the IEP. Annual IEP meetings with parents/guardians and/or adult students. Analysis of the number of ESE students who meet graduation requirements for a standard diploma and graduate each year. Volusia County Charter High Page 58 Annual compliance review meetings conducted by the School. Annual feedback from students, parents, and staff on the School Climate Survey. Annual feedback on the Florida Department of Education (FLDOE) survey for parents/guardians of students with disabilities, when applicable. Volusia County Charter High School will also evaluate its effectiveness in serving exceptional education students by analyzing student achievement data on the following assessments in an effort to address deficiencies and apply instructional strategies to raise student performance: End-of-course exam grades in Algebra 1 and Geometry. Module course grades in the core academic areas. FCAT and/or ACT performance. Baseline and growth performance in reading, writing and mathematics. Teacher observation and evaluation of individual student progress. These regular status reports and evaluations will indicate whether the measurable goals and objectives for ESE students are being met at the same rate as those for general education students. Where students with disabilities are included in general education classes, it may be necessary to delineate an explanation of the grading criteria and an explanation about the necessary curriculum modification on the IEP. Such modifications may include increases/decreases in instructional time, varied instructional strategies, and modified test administration procedures as permitted by test protocol. Accommodations and supports required by students with disabilities will be adjusted as necessary and documented on the IEP. The School's curriculum, based on research findings that concluded equitable access to learning materials ensures that students with disabilities have equal opportunity to achieve to their highest potential, delivers content in a variety of formats that are compatible with assistive technology, and accommodate different abilities and learning styles. Teachers have found that the self-paced structure, small learning steps with immediate feedback, and extensive practice to be particularly useful for students with learning disabilities. Students who do not have success with those strategies may work directly with an ESE specialist and instructional aides in individual and small group settings. Alternative programs, resources, and textbooks may be utilized so that each student has the opportunity to successfully access the regular curriculum. In cases where the foregoing solutions are not working and a greater disability is suspected, the IEP will be reviewed and revised, making necessary accommodations to permit students with disabilities to access learning opportunities on the same basis as general education students. Volusia County Charter High Page 59 F. Explain how exceptional students who enter the school below grade level will be engaged in and benefit from the curriculum. All students will be engaged in and benefit from the curriculum, including exceptional students (ESE) and/or students who enter the school below grade level. The results of the most recent Florida Comprehensive Assessment Test, Alternative Assessment, teacher-made tests, and screenings through the reading program will be used to determine the level of mastery in reading, writing, mathematics and science for all students. This information, coupled with the results of the prior year standardized tests results and student records, will be used to determine the best educational setting for students, e.g., appropriate course selection, tutoring, and referral for special services. Apart from providing the specific services listed in a student’s ILP, EP, and/or ELL plan as applicable, the School’s faculty will differentiate instruction as necessary and will offer tutoring services or other such assistance to ensure all students continue to be successful. Student performance will be continuously assessed as described in Section 5. Students not making adequate progress towards the Next Generation Sunshine State Standards will be identified and the following measures will be instituted: 1. Students needing remediation based on respective subject area assessments in specific subject areas will be assigned to, and placed on, the student’s Individual Learning Plan (ILP) targeting these deficiencies. This plan requires active participation from the student, the parents, and specific teachers in order to ensure continuous student improvement. This initiative allows each student to have ownership and understanding of his/her learning style and allows each student to track and monitor his/her achievement. 2. The ILP will be comprised of specific, measurable, individualized goals for that student as well the strategies and services (tutoring/required additional classes, ELL services) to be implemented in order for the student to achieve the specified goals. 3. The School uses the following process to ensure that all exceptional students are engaged in and benefit from our curriculum: a. Create a Plan. Effective accommodations require sustained development and support. They must be made within the framework of a larger plan that includes consideration of (a) basic and strategic skills instruction and (b) the roles of people involved in the instructional process. As much as possible, students, parents, paraprofessionals, and others will be involved in developing the plan. b. Identify and Evaluate the Standards that Students Are Not Meeting - The problems to be addressed by the accommodation will be defined. Teachers will observe students' performance when they use typical instructional materials. They may have difficulty acquiring or getting the important information from written materials, storing or remembering the information presented in the materials, or expressing the Volusia County Charter High Page 60 information or demonstrating competence on written tests. If students have difficulty with a given task, different solutions may be required depending on the level of difficulty. c. Develop Goals for Teaching Strategies and Making Accommodations - Some problems can be solved by accommodations; other problems may require intensive instruction in skills or strategies. Often, teachers may need to provide accommodations while simultaneously teaching the student the learning strategies he or she needs in order to perform the work. Before any accommodation is made for an individual student, teachers will carefully consider the best approach to addressing the student's disability and promoting success, Accommodations will be approached as short-term solutions within a long term plan for teaching skills and strategies that will promote the student's independence as a learner. d. Determine Whether Content Modifications or Format Accommodations Are Needed Content modifications will be made only when the student's IEP notes that the general curriculum is inappropriate for this student. Content modifications will also meet local and state education standards. In some cases, the IEP may address the degree to which the requirements associated with meeting state standards and taking assessments may be modified. The teacher will decide which parts of the curriculum the student will be required to learn and will constitute mastery of the course content. When the curriculum is considered appropriate for the student, accommodations will focus on format rather than content. The teacher will identify the critical elements of course content that students must learn. First, the teachers will identify the critical course ideas or concepts. Then, the information that must be mastered in each unit to ensure that the critical course ideas are mastered will be identified. Finally, how students will demonstrate their mastery at the end of each unit and at the end of the course will be determined. Format accommodations will be made to compensate for mismatches between the presentation or design of the materials and the skills and strategies of the student. In format accommodations, the content will not be altered. Identify the Features of the Materials and Resources that Need Accommodations Teachers providing accommodations will examine each curricular unit for features that might cause a learning problem. For example, the content may be very abstract, complex, or poorly organized, or it might present too much information. It may not be relevant to students or it may be boring. Further, it may call for skills or strategies or background information that the student does not possess. It may present activities that do not lead to mastery, or it may fail to give students cues about how to think about or study the information. Materials also may not provide a variety of flexible options through which students can demonstrate competence. Volusia County Charter High Page 61 Determine the Type of Accommodation That Will Enable the Student To Meet the Demand Once the materials have been evaluated and possible problem areas identified, the type of format accommodation will be selected. Format accommodations may be made by: 1. Altering existing materials through rewriting, reorganizing, adding to, or recasting the information so that the student can access the regular curriculum material independently; 2. Enhancing existing materials by providing additional instructional support, guidance, and direction to the student in the use of the materials; 3. Altering instruction to mediate the barriers presented by the materials so that the student interacts with the materials in different ways; 4. Selecting alternate materials that are more sensitive to the needs of students with disabilities or are inherently designed to compensate for learning problems. Communicate the Accommodation to Students and Parents Accommodations are more successful when they are offered and introduced to students at the beginning of the year. Parents will also be informed about them at the beginning of the year. Students will be taught explicit strategies to use any accommodation effectively and educated on how to process the information received through the accommodation. As students progress, they will be taught how to recognize the need for, and request, accommodation. Implement, Evaluate, and Adjust the Accommodation As the accommodation is implemented, the teacher will evaluate its effects to determine whether the desired outcomes are being achieved. If not, adjustments will need to be made either in the accommodation or the instructions to the student in its use. Accommodation should significantly reduce failure and learning difficulties. Fade the Accommodation When Possible Accommodations usually are short-term solutions to allow classroom learning and participation until the needed skills and strategies can be taught. Once the accommodation is in place, the teacher will begin to plan with other teachers how to teach the needed skills and strategies. Once the student has learned the necessary skills and strategies, the accommodation will be faded. The accommodation will not be removed until the student possesses the skills and strategies to learn and complete tasks independently, and the IEP team is convened to review the student's IEP. For some students, an accommodation may be required for several months, while for others, it may be maintained indefinitely. G. Provide the school’s projected population of students with disabilities and describe how the projection was made. Based on Volusia County School District estimates countywide, Volusia County Charter High School can expect to have ten percent of its student population in the ESE category and two percent in the ELL category, translating to thirty and six students respectively in each category during the first year of operation. Volusia County Charter High Page 62 H. Identify the staffing plan, based on the above projection, for the school’s special education program, including the number and qualifications of staff. The initial ESE staffing for the school will be one ESE specialist, with more ESE specialists, or other support personnel added as student enrollment requires and IEPs dictate. As defined in the NCLB Act of 2001, the School will not employ or assign a non-highly qualified teacher to any core academic subject. The qualifications required of the ESE teacher can be found in the ESE Teacher Job Description. This teacher will provide general education in-class support and services for students with disabilities based on their individual educational plans (IEPs) as reflected in their matrix. The teacher will provide any pull-out services as needed. Volusia County Charter High School will contract with licensed and certified consultants for speech and language services on an as-needed basis. The school will utilize the school psychologist, vision/hearing screening specialist, and other designated instructional services in accordance with Florida state credentials and mandates as assigned by PCPS. Compliance of the ESE program at Volusia County Charter High School will be evaluated on an annual basis by assigned personnel from the school district. I. Describe how the school will serve gifted and talented students. Gifted Services For any student attending Volusia County Charter High School, and who has qualified for gifted services, the School will provide the appropriate services required by that student as delineated on the student's Education Plan (EP) and in the district's policies. Florida's Frameworks for K-12 Gifted Learners, guides curricular modifications of Florida's Next Generation Sunshine State Standards to create an appropriate level of challenge for gifted students. Curricular modifications for gifted learners will be designed to address the need for more complex tasks, exposure to a broadened scope of information, an emphasis on multiple perspectives, more rapid pace of instruction, a greater focus on higher order thinking skills, and more sophisticated products/performances. In the event that one or more gifted students enroll at the School, a certified teacher with a gifted endorsement will be employed to meet the specialized and individualized needs of gifted students. Effectiveness in Serving Students who are Gifted It is important to note that all ESE students, including students who are gifted, are assessed on an ongoing basis along with their peers. Each course's curriculum is developed to include regular assessments to determine student mastery. All classroom teachers will be provided with the appropriate information concerning services included in the student's EP, as well as staff needed to address the identified goals. Students who need services beyond those offered through the general curriculum may work directly with the ESE specialist in individual and small group settings. If one or more gifted students enroll in the school, a teacher with the required gifted endorsement will be Volusia County Charter High Page 63 employed. Alternative programs, resources, and textbooks may be utilized so that each student has the opportunity to successfully progress through the curriculum at an appropriate depth, complexity, abstractness, and pace. While the School will be incorporating many practices and comply with standards most other public schools employ as necessary for accountability to the Sponsor and State, the advantage the School intends to leverage is the focus on individualized attention to the learning plans of each student, the infusion of technology throughout the campus and individually by the students, and the inherent benefits a small school with an enthusiastic faculty and staff can bring toward ensuring each student has every opportunity to reach their full potential. Volusia County Charter High Page 64 Section 7: English Language Learner A. Describe how the school will comply with state and federal requirements for serving English language learners, including the procedures that will be utilized for identifying such students and providing support services. Volusia County Charter High School will comply with all state and federal requirements for serving English Language Learners (ELLs) and will abide in all respects to the requirements of the LULAC et. al. vs. the State Board of Education Consent Decree (1990). Volusia County Charter High School will follow the guidelines and criteria of the School District’s Student Progression Plan (SPP) for ELL students and the School Districts ESOL Handbook. Volusia County Charter High School will ensure that all ELL students will receive instruction that is appropriate to their level of English proficiency, their level of academic achievement, and any special needs they may have. The goal of the ELL program at Volusia County Charter High School will be to provide instruction in English language listening, speaking, reading and writing skills. Specific ELL program implementation requirements, as provided by the School District at district trainings and ESOL workshops will be followed by Volusia County Charter High School and include the following: 1. Identification Procedures-Upon initial enrollment into Volusia County Charter High School, each parent/guardian will be surveyed at the time of registration and asked to address the following questions in the required Home Language Survey (HLS): a) Is a language other than English used in the home? b) Did the student have a first language other than English? c) Does the student most frequently speak a language other than English? Each question on the HLS will appear in English, Spanish, and\or Creole. Information on the Home Language Survey will be recorded into the district’s automated student information database. The Volusia County Charter High School registrar will direct each Home Language Survey with any affirmative response to an ESOL or ESOL-Endorsed teacher for language assessment. The teacher will administer the School District’s Language Assessment Scales (LAS) within twenty school days to assess the English listening and speaking skills of the student. An ESOL Teacher will be responsible for the administration and grading of the English language assessment of potential ELL students. At Volusia County Charter High School, the responsibility for recording the ELL data will be assigned to an ESE teacher as well. A student identified as LY in the school administration student information system (SASI) will be considered an English Language Learner – non-English speaking or limited English proficiency. Once students are identified as ELL, a letter of participation in the ESOL program will be sent to parents/guardians, in the appropriate home language. Once assessment Volusia County Charter High Page 65 information is entered into the district information system, an Individual Student ELL Plan (ES-620) will be developed. Copies of all documentation will be maintained in the student’s ESOL Audit Trail folder, which will become a part of the permanent student cumulative record folder for review and audit by appropriate personnel. 2. Volusia County Charter High School will initiate and maintain an individual ESOL Audit Trail Folder for all ELL students as appropriate. The folder will include: a. b. c. d. e. f. g. h. i. j. Home Language Survey; Entry LAS assessment; Individual Student ELL Plan (ES-620); Copy of Parent Notification letter (original to parent); Extension of Instruction Forms and Documentation; ELL Committee Meetings Documentation; Exit Test; Exit Letter – Copy; Monitoring Forms; CELLA Scores. Assessments Procedures, although the Language Assessment Scales, - LAS Test is FLDOE approved and is a method of assessment utilized by Volusia County High Charter School, we also recognize the polices in place with the School District of Volusia County. Volusia County High Charter School will follow The Volusia County Multicultural Education Department assessment procedures. As a dropout recovery program, Volusia County Charter High School will also adopt procedures to address the placement of ELL students whose prior schooling records are incomplete or unobtainable. These students shall be placed according to the age of the student as of September 1st of the school year in accordance with the requirements of the district’s SPP. The Volusia County Charter High School principal, in cooperation with appropriate staff members, will assess and conduct programmatic assessment of out-ofstate or out-of-country ELL students at the school; with staff seeking to document any prior school experiences each new student possesses using the student’s school records, transcripts, and other evidence of educational experiences to determine a recommended grade-level placement. ELL students with disabilities (SWD) shall be assessed with one of the suggested instruments on the Continuum of ESOL Placement Tests for Exceptional Students to determine their ESOL Level. 3. Re-Entry of ELL Students- Any ELL student who re-enters Volusia County Charter High School after leaving the district, the state, or the country for thirty or more calendar days will be re-assessed to determine the English language proficiency level. Volusia County Volusia County Charter High Page 66 Charter High School will update the LEP entry date in the district system and the new entry date will be used to determine the length of time in the ESOL program. 4. Comprehensive Program Model and Student Instruction- Volusia County Charter High School will enroll all ELL students in the appropriate instructional model based on the individual needs of the ELL students. These courses in the model will mirror the course descriptions for standard curriculum English Language Arts classes and will be taught by an ESOL-endorsed teacher who will employ ESOL strategies. Instruction provided to ELL students will be the same in amount, sequence, and scope to that provided to non-ELL students. The Volusia County Charter High School staff will utilize sheltered language teaching approaches including scaffold instruction through the use of visuals, providing students with comprehensible input, developing content language vocabulary, accessing students’ background knowledge, and providing opportunities for students to interact with one another in the context of meaningful content. The principal will monitor the use of second language strategies during classroom observations, materials used, audio/visuals, and Electronic Grade Book notations. Volusia County Charter High School ELL students identified as ESOL Level 1 will utilize the First English program which utilizes Computer-Assisted Language Learning (CALL) and teacher-led instruction for English language acquisition. The program is intended to help all ELL learners, particularly beginners, gain access to the Volusia County Charter High School curriculum. Volusia County Charter High School will evaluate its program effectiveness in serving ELLs based on several criteria: a. Annual CELLA gains, including the number of students who improve overall proficiency levels with respect to time enrolled; b. The number of ELLs exited as Fluent (FY) with respect to time enrolled in Volusia County Charter High School; c. FCAT/ACT achievement levels; d. STAR reading growth assessment data; e. Teacher evaluations; f. Student reflections. Volusia County Charter High School will be accountable for meeting the goals and objectives for increasing the English proficiency of current ELLs. All Volusia County Charter High School ELL students will participate in the annual Comprehensive English Language Learning Assessment (CELLA) to measure growth in their English language acquisition skills. They will also participate in all administrations of the FCAT, as necessary, with allowable accommodations for ELL students. Volusia County Charter High Page 67 5. Exit and Monitoring Procedures- Volusia County Charter High School students will be determined English proficient and eligible for exit from the ESOL program based on scores received on the FCAT and CELLA in all three areas below: a. A Florida Comprehensive Assessment Test (FCAT) achievement level of three or greater or equivalent developmental scale score on the Reading test of the Sunshine State Standards for grades 9 -12 FCAT/CELLA Exit: Grade 9 – 12. b. Scores equal to and greater than 778 on the CELLA Reading test shall be used to determine minimum level of English proficiency necessary for exit from ESOL. c. Scores equal to and greater than 2250 on the CELLA Composite test shall be used to determine minimum level of English proficiency necessary for exit from ESOL. Volusia County Charter High School will monitor students exited from the ESOL program for two years and document their Post Program Review Progress on the Student ELL Plan. An ELL Committee consisting of the Volusia County Charter High School principal, an ESOL teacher, content-area teacher, and parent will convene to determine strategies and/or remediation for any current or exited ELL student identified as struggling. B. Identify the staffing plan for the school’s English language learner program, including the number and qualifications of staff. The ELL students at Volusia County Charter High School will be taught by one ESOL Endorsed Reading and Language Arts teacher in order to provide appropriate support to ELL students in need of second language acquisition assistance. Any Volusia County Charter High School Reading, Language Arts, and Special Needs ESE teachers who have not received ESOL endorsement at the time of their hire will participate in approved ESOL endorsement programs within their timeline. They will complete the required course work in the following areas as determined by the school district: Methods of Teaching for English for Speakers of Other Languages; ESOL Curriculum and Materials Development; Cross-Cultural Communication and Understanding; Testing and Evaluation of ESOL; Applied Linguistics; ESOL Issues and Strategies. All Volusia County Charter High School content area teachers will also complete the required sixty hours in Methods of Teaching ESOL or ESOL Issues and Strategies within their first two years of employment with Volusia County Charter High School, if they have not done so prior to hire. Volusia County Charter High Page 68 C. Explain how English Language Learners who enter the school below grade level will be engaged in and benefit from the curriculum. All students will be engaged in, and benefit from, the curriculum including exceptional students (ESE) and/or students who enter the school below grade level. The results of the most recent Florida Comprehensive Assessment Test, Alternative Assessment, teacher-made tests, and screenings through the reading program will be used to determine the level of mastery in reading, writing, mathematics and science for all students. This information, coupled with the results of the prior year’s standardized tests results and student records, will be used to determine the best educational setting for students, e.g., appropriate course selection, tutoring, and referral for special services. Apart from providing the specific services listed in a student’s IEP, EP, and/or ELL plan as applicable, the School’s faculty will differentiate instruction as necessary and will offer tutoring services or other such assistance to ensure all students remain successful. Student performance will be continuously assessed as described in Section 5. Students not making adequate progress towards the Next Generation Sunshine State Standards will be identified and the following measures will be instituted: 1. Students needing remediation based on respective subject area assessments in specific subject areas will be assigned to and placed on the student’s Individual Learning Plan (ILP) targeting these deficiencies. This plan requires active participation from the student, the parents and specific teachers in order to ensure continuous student improvement. This initiative allows each student to have ownership and understanding of his/her learning style and allows each student to track and monitor his/her achievement. The ILP will be comprised of specific, measurable, individualized goals for that student as well as the strategies and services (tutoring/required additional classes, ELL services) to be implemented in order for the student to achieve the specified goals. 2. The School uses the following process to ensure that all exceptional students are engaged in and benefit from our curriculum: a. Create a Performance Improvement Plan - Effective accommodations require sustained development and support. They must be made within the framework of a larger plan that includes consideration of (a) basic and strategic skills instruction and (b) the roles of people involved in the instructional process. As much as possible, students, parents, paraprofessionals, and others will be involved in developing the plan. b. Identify and Evaluate the Standards that Students Are Not Meeting - The problem to be addressed by the accommodation will be defined. Teachers will observe students' performance when they use typical instructional materials. They may have difficulty acquiring or getting the important information from written Volusia County Charter High Page 69 materials, storing or remembering the information presented in the materials, or expressing the information or demonstrating competence on written tests. If students have difficulty with a given task, different solutions may be required depending on the level of difficulty. c. Develop Goals for Teaching Strategies and Making Accommodations - Some problems can be solved by accommodations; other problems may require intensive instruction in skills or strategies. Often, teachers may need to provide accommodations while simultaneously teaching the student the learning strategies he or she needs in order to perform the work. Before any accommodation is made for an individual student, teachers will carefully consider the best approach to addressing the student's disability and promoting success. Accommodations will be approached as short-term solutions within a long term plan for teaching skills and strategies that will promote the student's independence as a learner. d. Determine Whether Content Modifications or Format Accommodations Are Needed - Content modifications will be made only when the student's IEP notes that the general curriculum is inappropriate for this student. Content modifications will also meet local and state education standards. In some cases, the IEP may address the degree to which the requirements associated with meeting state standards and taking assessments may be modified. The teacher will decide which parts of the curriculum the student will be required to learn and will constitute mastery of the course content. 3. When the curriculum is considered appropriate for the student, accommodations will focus on format rather than content. The teacher will identify the critical elements of course content that students must learn. First, the teachers will identify the critical course ideas or concepts. Then, the information that must be mastered in each unit to ensure that the critical course ideas are mastered will be identified. Finally, how students will demonstrate their mastery at the end of each unit and at the end of the course will be determined. Format accommodations will be made to compensate for mismatches between the presentation or design of the materials and the skills and strategies of the student. In format accommodations, the content will not be altered. a. Identify the Features of the Materials and Resources that Need AccommodationsTeachers providing accommodations will examine each curricular unit for features that might cause a learning problem. For example, the content may be very abstract, complex, or poorly organized, or it might present too much information. It may not be relevant to students or it may be boring. Further, it may call for skills or strategies or background information that the student does not possess. It may present activities that do not lead to mastery, or it may fail to give students cues about how to think about or study the information. Materials Volusia County Charter High Page 70 also may not provide a variety of flexible options through which students can demonstrate competence. b. Determine the Type of Accommodation That Will Enable the Student To Meet the Demand - Once the materials have been evaluated and possible problem areas identified, the type of format accommodation will be selected. Format accommodations may be made by: i. Altering existing materials through rewriting, reorganizing, adding to, or recasting the information so that the student can access the regular curriculum material independently. ii. Enhancing existing materials by providing additional instructional support, guidance, and direction to the student in the use of the materials. iii. Altering instruction to mediate the barriers presented by the materials so that the student interacts with the materials in different ways. iv. Selecting alternate materials that are more sensitive to the needs of students with disabilities or are inherently designed to compensate for learning problems. c. Communicate the Accommodation to Students and Parents - Accommodations are more successful when they are offered and introduced to students at the beginning of the year. Parents will also be informed about them at the beginning of the year. Students will be taught explicit strategies to use any accommodation effectively and educated on how to process the information received through the accommodation. As students’ progress, they will be taught how to recognize the need for and request accommodation. d. Implement, Evaluate, and Adjust the Accommodation - As the accommodation is implemented, the teacher will evaluate its effects to determine whether the desired outcomes are being achieved. If not, adjustments will need to be made either in the accommodation or the instructions to the student in its use. Accommodation should significantly reduce failure and learning difficulties. e. Fade the Accommodation When Possible - Accommodations usually are shortterm solutions to allow classroom learning and participation until the needed skills and strategies can be taught. Once the accommodation is in place, the teacher will begin to plan with other teachers how to teach the needed skills and strategies. Once the student has learned the necessary skills and strategies, the accommodation will be faded. The accommodation will not be removed until the student possesses the skills and strategies to learn and complete tasks independently, and the IEP team is convened to review the student's IEP. For some students, an accommodation may be required for several months, while for others, it may be maintained indefinitely. Volusia County Charter High Page 71 While the School will be incorporating many practices and comply with standards most other public schools employ as necessary for accountability to the Sponsor and State, the advantage the School intends to leverage is the focus on individualized attention to the learning plans of each student, the infusion of technology throughout the campus and individually by the students, and the inherent benefits a small school with an enthusiastic faculty and staff can bring toward ensuring each student has every opportunity to reach their full potential. Volusia County Charter High Page 72 Section 8: School Climate and Discipline A. Describe the school’s planned approach to classroom management and student discipline. Volusia County Charter High School will adopt and abide by the most recent version of the District’s Code of Student Conduct, therein incorporating the district’s policies and expectations for students. The School’s philosophy regarding student behavior ensures its commitment to the School’s mission on a daily basis. Its founders are of the opinion that both teachers and students need to be provided with a consistent behavior management system so that maximum time can be spent teaching and learning. Inappropriate behaviors that interfere with the learning process and the expectations set for character development can be reduced and ultimately extinguished through consistent, best practice behavior management techniques. Volusia County Charter High School will function on the belief that a safe and orderly school is of primary importance in order to create an enjoyable environment for both students and teachers. When students behave in a respectful, responsible and safe manner, they learn more and develop into students whose character counts. With the students best interests in mind, it is imperative that parents and staff work together to ensure a happy, safe and productive learning experience. The School expects parents to take an active role in supporting this plan in order for students to learn to be responsible citizens. Thus, behavior management based on a positive reward/point system will be in place in all classrooms from the beginning of the first year of operation. Pre-service and in-service training will be required of all teachers. Each teacher, then, will be given the opportunity to implement her/his own behavior management techniques in their respective classrooms. The ultimate goal will be to remove these systems from the classrooms, based on the theory that appropriate behaviors will be internalized and external reward systems will no longer be necessary. B. Describe the school’s Code of Conduct, including the school’s policies for discipline, suspension, and dismissal. Discipline Volusia County Charter High School recognizes that a positive learning environment cannot exist without maintaining order and discipline conducive to learning. The Code of Conduct will be specified in the Student/Parent Handbook and is intended to standardize procedures to ensure that the rights of every student at the School campus are upheld. The school's Student/Parent Handbook will not conflict with the District's Code of Conduct, and will incorporate and align to the District's Code of Conduct. Volusia County Charter High Page 73 All students at the school campus will be required to know and follow the Code of Conduct. When students do not follow the rules, they will be expected to accept the consequences. A student's attitude towards the rules of the school campus is very important. Additionally, students will also follow the District's Code of Conduct. Corporal punishment is not permitted. No employee should threaten, inflict, or cause to be inflicted, unreasonable, irrational, or inappropriate force upon a student. Good sense and judgment should always prevail. The rules of the Code of Conduct will apply to any conduct whether the student is: 1. On school grounds during the school day, or immediately before or after school hours; 2. On school grounds at any other time when the school is being used by a school group; 3. On or off school grounds at any school activity, function, or event; 4. Traveling to and from school, including actions on any school bus, van, or public conveyance. Volusia County Charter High School will not transfer an enrolled student to another charter school having a separate Master School Identification Number without first obtaining the written approval of the student’s parent per statute 1002.33(22)(b). Suspension, Dismissal, and Expulsion The general guidelines for due process and appeals are as follows: The Principal reserves the right to suspend a student based on the offense committed by the student. No suspension shall exceed ten school days. The Principal must give written notice of the intention to suspend, along with the reason for the suspension, to the student. The student shall be given the right to appear at an informal hearing before the Principal and respectfully challenge (or otherwise explain) the reasons for the intended suspension. The hearing may occur immediately and at any place: the hall, office, classroom, etc. A written notice of the suspension shall be sent or given, within one calendar day to the parent/guardian if the student is under the age of 18. The notice shall include the reasons for the suspension and the right of the student to appeal to the Board of Directors. Volusia County Charter High School understands that only the School Board can expel a student and will cooperate with the School Board regarding any potential expulsion proceedings. Discipline for Students with Disabilities Discipline for students with disabilities will be in accordance with Rule 6A-6.03312, FAC, and the School District's and School's codes of conduct. This will ensure that students with disabilities are not removed from their current exceptional student education (ESE) placement for more than ten days and a manifestation determination will be held as required. Volusia County Charter High Page 74 Parents will be notified in writing of any long term removal and will be provided with their Procedural Safeguards. Beginning on the eleventh cumulative school day of removal in a school year, the School will provide a free appropriate public education (FAPE) to a student with a disability, consistent with the requirements of State Board of Education Rules. While the School will be incorporating many practices and comply with standards most other public schools employ as necessary for accountability to the Sponsor and State, the advantage the School intends to leverage is the focus on individualized attention to the learning plans of each student, the infusion of technology throughout the campus and individually by the students, and the inherent benefits a small school with an enthusiastic faculty and staff can bring toward ensuring each student has every opportunity to reach their full potential. Volusia County Charter High Page 75 ORGANIZATIONAL PLAN Section 9: Governance A. Describe how the school will organize as or be operated by a non-profit organization. Volusia County Charter High School, Inc. is a Florida registered not-for-profit corporation. The corporation will seek Section 501(c)(3) status as a tax exempt organization for the sole purpose of organizing and operating a Florida charter school. The Founding Board has applied for, and received, a Certificate of Incorporation. When a charter is granted by the Sponsor, the Founding Board will appoint the first Board of Directors (hereafter referred to as “the Board”), selected from a pool of applicants consisting of interested parent and community members. Subsequent boards will be elected by the school population at the time, as well as appointed by the current Board, as outlined further on. Any action of or by the Board shall be in compliance with Florida’s Government in The Sunshine Law. The following documents will be provided as required to the district and they will be maintained and be available for review, upon request, at the school office: • Articles of Incorporation • Governing By-laws • IRS Notification of EIN# and Determination of Exempt Status B. Provide an organizational chart for the school and a narrative description of the chart. Clearly describe the proposed reporting structure to the governing board and the relationship of the board to the school’s leader and administration. Organizational Plan The Founding Board has developed a governance model that combines and adapts governance models from the Florida School Boards Association and the National School Boards Association. The governance model of the Florida School Boards Association (www.fsba.org) includes emphasis on the boards’ focus on student learning through vision, structure, accountability and advocacy. The National School Boards Association provides a publication, The Key Work of School Boards (www.nsba.org), which details a continuous improvement model that aligns vision, standards, assessment, accountability, climate and collaboration. Through a combination of these models and the training required by the Florida Department of Education for charter school boards, the Board will implement a governing structure that will allow the school to grow and flourish. The Board will strive to follow the onevoice principle, speaking and governing as a full board, rather than as individuals. The Board’s deliverables will include: Systematic linkage between the school and the community; Written governing policies which facilitate academic standards and budget priorities; Assurance of organizational performance. Volusia County Charter High Page 76 The Board, in collaboration with the Principal, will be responsible for the organization and control of the school and is empowered, with consideration to the boundaries of federal and state statute, to determine the policies necessary for the effective operation and general improvement of the school. The Board will be a public corporate entity and may take action only during a meeting in official public session, when a quorum is present. The Board shall limit its action to establishing policy and to meeting the requirements prescribed by laws and rules of the State Board of Education. Individual members of the Board have authority to take official action only when sitting as a member of the Board in public session, except when the Board specifically authorizes the member to act. The Board shall not be bound in any way by any action on the part of an individual board member or an employee, except when such statement or action is in compliance with the public action of the Board. Board of Directors Principal School Advisory Council Faculty Administrative Staff The Board of Directors of Volusia County Charter High School is the ultimate policymaking body that determines the academic direction, curriculum, and operation of the school. The school principal, hired by the Board, will be responsible for all aspects of school operations within the scope of operating policy and budgetary approval by the Board. The school’s faculty and staff will report directly to the principal, who reports to the Board of Directors. The school's principal will ensure that the operations of the school are in accordance with the mission and vision of Volusia County Charter High School. The administrative staff will make all school-based decisions, establishing and implementing procedures for the day-to-day operations of the school. The faculty and administrative staff will be responsible for carrying out these procedures in their daily activities and interactions with students, parents and the Volusia County Charter High Page 77 community. The School Advisory Council (SAC) will serve as an advising body to assist the school in deliberation on policies and creating an environment that meets the goals of the Board. The SAC will also be important in communicating and sharing information between the School, parents, and community. C. Provide a description of how the governing board will fulfill its responsibilities and obligations, including but not limited to:: o Adoption of annual budget o Continuing oversight over charter school operations The responsibilities of the Board of Directors, including how it will exercise continuing oversight over school operations, will include: 1. Management of the business, property, and affairs of the non-profit corporation; 2. Approval of a qualified principal to administer and operate Volusia County Charter High School; 3. Supervision and oversight of the principal in performance of his/her respective duties and obligations; 4. Establishment of overall policies for Volusia County Charter High School; 5. Approval of the annual budget of anticipated income and expenditures and preparation of the annual financial audit report; 6. Filing of an annual progress report to the School Board that will include: a. Volusia County Charter High Schools’ progress towards achieving the goals outlined in its charter; b. The information required in the annual school report pursuant to § 1011.60 (1) F.S.; c. The financial records of Volusia County Charter High School, including revenues and expenditures; d. Salary and benefit levels of Volusia County Charter High School’s employees. 7. Maintenance of written records of attendance and minutes of its meetings. The Board of Directors, teachers and administrators will have a relationship based on mutual respect for the role each plays in fulfilling the mission of Volusia County Charter High School, Inc. The Board of Directors is responsible for, and accountable to, the people for whose benefit this school will be established, and has the overall responsibility for ensuring that students attending Volusia County Charter High School will be provided with a quality education. The Board of Directors will be responsible for evaluating the effectiveness of Volusia County Charter High School in the fulfillment of its established goals, objectives, and mission. The principal will have primary responsibility for all aspects of the school’s operations and programs, including the day-to-day management. The teachers and staff of Volusia County Volusia County Charter High Page 78 Charter High School will report to the principal and will not be directly responsible to the Board of Directors. Employees, professionals, or entities employed by or contracted with for the provision of administrative and management support services may be responsible to the Board, and/or the principal depending on the specific nature of the services to be provided. D. Describe the policies and procedures by which the governing board will operate, including board powers and duties; board member selection, removal procedures and term limits; code of ethics, conflict of interest, and frequency of meetings. If the Board has not yet developed policies, the applicant shall describe the timeline for development and approval of Board Policies. Charter school governing boards must be guided by a set of bylaws that define how the board will operate. Applicants may include their proposed by-laws. The Volusia County Charter High School shall conform to the following policies and procedures: The VCCHS Board of Directors shall schedule quarterly meetings. The Board will publish, in advance, an annual calendar of meetings scheduled for the academic year and all official board meetings shall be open to the public. Any and all informal meetings and conferences involving board members shall be conducted as public meetings unless specifically exempted by Florida Statute. A majority shall constitute a quorum for any Board meeting. Unless a majority is present, no decisions can be made. The Board may take no official action at any time other than during an official meeting. Minutes will be taken at such meetings and submitted to the Board, as well as made public in the school office or wherever the Board and Principal deem appropriate to keep the parent population informed. The minutes will be available once accepted by the Board at the next official meeting. The Board may appoint a committee, or committees, to carry out the charter’s mission as the Board shall determine to be necessary or appropriate. These committees may consist of less than the full membership of the Board, and should include members of the school community and community members at large, when appropriate. The formation of school committees should be discussed at Student Advisory Council (SAC) meetings and all interested parties should have an opportunity to participate as needed. Special committees will be officially appointed by the Board President. The duties of any such committee shall be outlined at the time of appointment; the committee shall be automatically dissolved when the Board accepts the committee’s final report. Each Board member shall be notified of all committee meetings, but shall have no vote unless the member is serving as a committee member. Special committees or individuals who serve on special committees shall take no action that is binding; the committee chairperson will, instead, make recommendations to the Board and the Board will approve or disapprove the recommendations. Election Volusia County Charter High Page 79 Initially, the Board will be appointed by the founding team and will serve for a period of one to two years depending on availability. Thereafter, Board members will be elected to positions at the beginning of the school year or a meeting designated for such purpose for a period of two years. The Principal will inform all school families in writing of the upcoming election and provide a description of expectations and responsibilities for each open position. The pool of candidates will be approved by the Board prior to general election, after which, each candidate will be given the opportunity to address the school community before the election. Each family enrolled at the school will be entitled to one vote. In the event that a position becomes vacant mid-term, members shall be selected by the Board to fulfill the remainder of the term. Appointment The current Board reserves the right to identify skill sets required of certain members, such as the Financial Specialist, to fulfill the duties of the Board. Current Board members may invite qualified community members to join the Board and fulfill those needs. Board members must reach consensus before selecting an individual. These individuals will be appointed rather than elected. No more than three seats will be appointed with the remainder decided upon by election. An individual possessing a needed skill set may be appointed to the Board regardless of whether he/she has children in the school. Term of Office Each member of the Board will serve a one or two year term. Members may be re-elected or re-appointed for consecutive terms and may fill different positions within the Board during their service. The Board will endeavor to stagger terms in order to maximize continuity. Resignation/Removal Any Board member may resign at any time by giving written notice to the corporation. The resignation may take effect on receipt of the notice or at a later date as specified in the notice. The Board may recommend removal of a Board member for cause. Bonding, Insurance and Background Checks Directors of the Board and employees of Volusia County Charter High School who have been granted authority to receive and expend funds on behalf of the school will be bonded and insured. All bonds will run to the school, the not-for-profit corporation, and the School District of Volusia County. Bond and insurance documentation will be maintained on file in the school’s office for inspection. In addition, all Board members will undergo criminal background clearance checks, including fingerprinting, according to the standards and procedures prescribed by the district. Conflict of Interest As required for the granting of 501(c)(3) Tax Exempt Status by the Internal Revenue Service the Governing Board will adopt a conflict of interest policy, which will be thoroughly Volusia County Charter High Page 80 reviewed and acknowledged by all Directors. Where applicable, the Conflict of Interest Policy will also govern specific actions of the school management and its employees. Members of the Board are prohibited from: a. Personally benefiting or standing to benefit from the school’s operations; b. Acting in a self-serving manner or for any self-serving financial benefit; c. Acting in his/her private capacity, selling services directly or indirectly to the school; d. Employing relatives in the school as defined specifically in the Florida Senate Bill 278, section, Restriction on the Employment of Relatives. Code of Ethics The School shall require that its employees abide by the guidelines set forth in Chapter 6B-1.001, Code of Ethics of the Education Profession in Florida, and Chapter 6B-1.006, Principles of Professional Conduct for the Education Profession in Florida. The School shall be responsible for informing all new employees regarding the Code of Ethics policies, and investigation and discipline of any School employee who may be in violation of these regulations. Bylaws Upon approval from the Volusia County School Board to grant the School a charter, the bylaws of Volusia County Charter High School will be developed by the founding board upon board formation. E. Explain how the founding group for the school intends to transition to a governing board. None of the founding members will transition to the Board of Directors. Initially, the Board will be appointed by the founding members and will serve for a period of one to two years depending on availability. Thereafter, Board members will be elected to positions of two-year term periods at the beginning of the school year or a meeting designated for such purpose. All new Board members will participate in an orientation process in which they will receive training and preparation for Board duties, responsibilities, and procedures. New members will meet with the school’s management team in order to be familiarized with the academic progress, curriculum, discipline, school climate, and mission of Volusia County Charter High School. F. Describe the plans for board member recruitment and development, including the orientation process for new members and ongoing professional development. Board members will be recruited by the founding team and selected from the parent base and community within which the school resides. Every year, members of the governing board will be required to participate in the mandatory governance training as stipulated by Florida law on or before August 1st of each year. Volusia County Charter High Page 81 • Four-Hour Initial Governance Board Training Course This training is designed for governing boards with one or more members who have had no previous board service or have served on the board for less than ninety days. • Two-Hour Refresher Governance Board Training Course This two-hour course is designed for governing boards if all of the members have served continuously on the school’s board for ninety days or more and have completed four hours of initial state-approved training. Members who are new to the board must still complete the four-hour course even if other members have previously completed the four-hour training. G. List each of the proposed members of the school’s governing board, indicating any exofficio members and vacant seats to be filled. For each proposed member, provide a brief description of the person’s background that highlights the contribution he/she intends to make through service as a governing board member and any office of the board that individual holds. The development of an active Board of Directors remains an ongoing process. Upon approval of Volusia County Charter High School, the founding Board will form at least a five seat Board of Directors consisting of professionals, supporters, advisors, and parents. A background and biography of each proposed member will be supplied upon the contract phase. H. Outline the methods to be used for resolving disputes between a parent and the school. By maintaining a positive school environment and communicating closely with the school community, which includes parents, children, and teachers, Volusia County Charter High School believes most concerns can be dealt with either through the classroom teacher or directly with the Principal. Any parent with a complaint regarding a school related issue will be encouraged to follow the chain of command by addressing the matter directly with the individual(s) involved. If unable to resolve their concern with that individual, a meeting may be scheduled with the Principal and that individual. If the matter is still not resolved, the parent may contact any Board Member and request a mediation meeting with the Governing Board representative, the Principal and the individual(s) involved. Any Governing Board action will be taken up at the next scheduled Board Meeting and the decision of the Governing Board will be final. Volusia County Charter High Page 82 Section 10: Management A. Describe the management structure of the school. Include job descriptions for teachers and each administrative position that identify key roles, responsibilities and accountability. Volusia County Charter High School will be led by a Principal who will be a qualified educational leader with experience in managing schools for students who require accelerated mastery of basic skills and earned course credits. He/she will be responsible for hiring, supervising, and evaluating all school staff. The Principal will be employed by the Board of Directors and will lead the daily operations of the school on a day-to-day basis. The School's Principal will be responsible and accountable for the educational and operational outcomes at the school, as well as for ensuring that the school is meeting its stated goals and objectives. To the extent possible, all day-to-day operating decisions will be made on-site by the Principal. The Principal is responsible for maintaining clear and consistent communication with the Board regarding matters related to the daily operation of the School. Communications, reports, and school updates to the Board of Directors from staff members and staff organizations will be submitted to the Board of Directors through the Principal. The organizational and management structure of the school will facilitate the delivery of instructional and support services to students in an effective and efficient manner. The Principal will work directly with faculty and staff to ensure that they receive proper direction and support to deliver an effective instructional program. The Principal will oversee the planning, designing, and delivery of coherent instruction; will supervise all staff; will communicate effectively with parents, the Board, and the broader community about the school's progress; and will provide leadership that will support the school's teaching and learning environment. The Assistant Principal will be the direct supervisor of all of the educators at the School including teachers, ESE specialists, and all other educational personnel. All staff members will receive their job descriptions and roles of responsibilities. Meeting or exceeding job requirements as outlined in the job description will be a key measure of evaluating employee performance. The Principal or Assistant Principal will conduct annual performance evaluations for school staff. Evaluation of the School Principal will be completed every year by the Board President and Board of Directors using an Employee Evaluation form. Volusia County Charter High Page 83 JOB DESCRIPTIONS PRINCIPAL QUALIFICATIONS: 1. Master’s degree with Educational Leadership certification or training. 2. Successful experience as a school district administrator. 3. Evidence of successful teaching experience. 4. Evidence of leadership ability, including motivating school personnel to achieve District goals and objectives. 5. Evidence of knowledge of school-related data and the ability to utilize such data for decisionmaking purposes. 6. Evidence of ability to serve as a change agent in schools. 7. Evidence of ability to interact collaboratively with students, parents, school-based personnel and community organizations. 8. Evidence of excellent oral and written communication skills. JOB ANALYSIS DIMENSIONS: Communication Organizational Ability Decision Making Management Control/Delegation Commitment to Vision and Mission Critical Thinking Skills Facilitative Leadership Organizational Sensitivity Proactive Orientation Achievement and Developmental Orientation PERFORMANCE RESPONSIBILITIES: Essential Functions: 1. Functions collaboratively with the School Advisory Council to assess school needs, develop a meaningful School Improvement Plan, and introduce those changes in school programs and personnel assignments that will result in achievement of school performance objectives and other District goals. 2. Provides proactive, comprehensive and facilitative leadership for the school in the planning and implementation of school improvement initiatives, including implementing a challenging curriculum. 3. Oversees from an administrative point of view the daily operation of the school. 4. Observes teacher performance and provides assistance to individual teachers in an effort to improve classroom instruction and student performance. 5. Supervises and evaluates all school-based personnel, including conducting performance appraisal sessions which are extensions of a Board-approved personnel assessment system, making reappointment recommendations and providing staff development/training opportunities. 6. Manages and supervises the school’s financial resources, including the preparation of the Volusia County Charter High Page 84 school’s budget, the monitoring of internal accounts, and the review and approval of purchases and payments for all goods and services received. 7. Enhances the decision-making capabilities of all school-based personnel through involvement of staff and faculty. Develops new skills and approaches to implement the school improvement and accountability. 8. Encourages increased involvement by parents, businesses and other community interests through partnerships designed to achieve both management and academic improvement and accountability. 9. Gathers, analyzes and uses data from varied and multiple sources to form concepts and hypotheses, and to consider alternatives. 10. Maintains appropriate records related to pupil attendance, FTE generation, instructional and non-instructional school-based personnel, and property inventories and ensures the accuracy and timeliness of all school reports. 11. Supervises the school’s food, transportation, maintenance, facility and support services. 12. Provides a clean, safe and nurturing school environment. 13. Provides effective communications with, and seeks input from, parents, teachers, students and the community via systematic processes. 14. Coordinates community activities relevant to the school within the school area. 15. Keeps fully abreast of and diligently enforces appropriate federal, state, and local statutes; and complies with audit requirements, School Board policies and administrative directives. 16. Emphasizes increased literacy in reading, writing, and mathematics for all students, including students in Exceptional Student Education and English for Speakers of Other Languages. 17. Focuses on improved achievement for all students at the school center, with emphasis on quartile one students. ADDITIONAL JOB FUNCTIONS: 1. Follows adopted policies and procedures in accordance with School Board priorities. 2. Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s Mission Statement. 3. Performs other duties as assigned. 4. Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required. RESPONSIBLE TO: • Board of Directors ASSISTANT PRINCIPAL QUALIFICATIONS: 1. Master’s degree with Educational Leadership certification. 2. Successful experience as a school district administrator. 3. Evidence of successful teaching experience. 4. Evidence of leadership ability, including motivating school personnel to achieve District goals and objectives. Volusia County Charter High Page 85 5. Evidence of knowledge of school-related data and the ability to utilize such data for decisionmaking purposes. 6. Evidence of ability to serve as a change agent in schools. 7. Evidence of ability to interact collaboratively with students, parents, school-based personnel and community organizations. 8. Evidence of excellent oral and written communication skills. JOB ANALYSIS DIMENSIONS: Communication Organizational Ability Decision Making Management Control/Delegation Commitment to Vision and Mission Critical Thinking Skills Facilitative Leadership Organizational Sensitivity Proactive Orientation Achievement and Developmental Orientation PERFORMANCE RESPONSIBILITIES: Essential Functions: 1. Functions collaboratively with the School Advisory Council to assess school needs, develop a meaningful School Improvement Plan, and introduce those changes in school programs and personnel assignments that will result in achievement of school performance objectives and other District goals. 2. Provides proactive, comprehensive and facilitative leadership for the school in the planning and implementation of school improvement initiatives, including implementing a challenging curriculum. 3. Oversees from an administrative point of view the daily operation of the school. 4. Observes teacher performance and provides assistance to individual teachers in an effort to improve classroom instruction and student performance. 5. Supervises and evaluates all school-based personnel, including conducting performance appraisal sessions which are extensions of a Board-approved personnel assessment system, making reappointment recommendations and providing staff development/training opportunities. 6. Manages and supervises the school’s financial resources, including the preparation of the school’s budget, the monitoring of internal accounts, and the review and approval of purchases and payments for all goods and services received. 7. Enhances the decision-making capabilities of all school-based personnel through involvement of staff and faculty. Develops new skills and approaches to implement the school improvement and accountability. 8. Encourages increased involvement by parents, businesses and other community interests through partnerships designed to achieve both management and academic improvement and accountability. 9. Gathers, analyzes and uses data from varied and multiple sources to form concepts and hypotheses, and to consider alternatives. 10. Maintains appropriate records related to pupil attendance, FTE generation, instructional and noninstructional school-based personnel, and property inventories and ensures the accuracy and timeliness of all school reports. Volusia County Charter High Page 86 11. Supervises the school’s food, transportation, maintenance, facility and support services. 12. Provides a clean, safe and nurturing school environment. 13. Provides effective communications with and seeks input from parents, teachers, students and the community via systematic processes. 14. Coordinates community activities relevant to the school within the school area. 15. Keeps fully abreast of and diligently enforces appropriate federal, state, and local statutes; and complies with audit requirements, School Board policies and administrative directives. 16. Emphasizes increased literacy in reading, writing, and mathematics for all students, including students in Exceptional Student Education and English for Speakers of Other Languages. 17. Focuses on improved achievement for all students at the school center, with emphasis on quartile one students. ADDITIONAL JOB FUNCTIONS: 1. Follows adopted policies and procedures in accordance with School Board priorities. 2. Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s Mission Statement. 3. Performs other duties as assigned. 4. Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required. RESPONSIBLE TO: • Principal OFFICE MANAGER QUALIFICATIONS: • High school diploma or equivalent (bachelor degree preferred) • Minimum of three (3) years of experience performing routine office/clerical duties (experience in a school setting beneficial) • Demonstrated knowledge of current computing technologies and software applications appropriate to the position’s job responsibilities, including accurate keyboard speed of 55 WPM • Demonstrated ability to deal effectively with parents, students, teachers and the public • Demonstrated knowledge of modern office practices and procedures • Ability to communicate effectively, both orally and in writing • Passion for helping children succeed in reaching their fullest potential PERFORMANCE RESPONSIBILITIES: Essential Functions: • Answers the telephone, responds to inquiries and provides information based on extensive knowledge of school programs and activities. • Establishes and maintains control procedures for processing incoming correspondence and action documents. Volusia County Charter High Page 87 • Composes moderately to highly complex correspondence for Co-Administrators’ signature and maintains highly complex correspondence and records in support of the Board of Directors • Maintains current information regarding policies, programs and procedures and processes routine and more complex matters within established policies • Opens and distributes mail; assembles material for use by supervisor Co-Administrators and Department Heads • Prepares payroll, travel reports, etc. for school personnel as directed • Orders supplies, initiates purchase orders, authorizes payment for items received • Maintains department/division personnel records and processes personnel paperwork related to newly-hired department/division employees. • Coordinates preparations for workshops, meetings, seminars • Maintains complete filing systems and records as required • Maintains confidentiality regarding school and business matters Additional Job Functions: • Follows adopted policies and procedures in accordance with School Board priorities. • Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s Mission Statement. • Performs other duties as assigned. • Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required. RESPONSIBLE TO: Principal OFFICE ASSISTANT QUALIFICATIONS: • High school diploma or equivalent; • Demonstrated knowledge of current computing technologies and software applications appropriate to the position’s job responsibilities, including accurate keyboard speed of 40 words per minute; • Demonstrated ability to deal effectively with parents, students, teachers and the public; • Demonstrated knowledge of modern office practices and procedures; • Ability to communicate effectively, both orally and in writing. PERFORMANCE RESPONSIBILITIES: • Assists other school personnel in checking forms and other documents for completeness and accuracy, processing forms, preparing listings, filing and responding to routine inquiries; • Greets and assists parents and provides forms to students; Volusia County Charter High Page 88 • Performs standardized clerical or record-keeping functions, e.g., completing and mailing forms or form letters, maintaining established records and preparing new records, assembling and posting data, and composing routine letters; • Prepares various materials or tabulations from copy or rough draft; • Sorts and files various correspondence, reports, vouchers and other materials; • Maintains confidentiality regarding school and business matters. Additional Job Functions: • Follows adopted policies and procedures in accordance with Board priorities. • Conducts him/herself in the best interest of students and the school, in accordance with the highest standards pursuant to the school’s mission and governing principles and in support of the School District of Volusia County’s Mission Statement. • Performs other duties as assigned. • Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required. RESPONSIBLE TO: • Principal TEACHER QUALIFICATIONS: • Bachelor's degree from an accredited college or university • Valid Florida certification in the subject area • Passion for helping children succeed in reaching their fullest potential PERFORMANCE RESPONSIBILITIES: Essential Functions: Demonstrate mastery of all state competencies; Demonstrate mastery of all twelve of the teacher practices benchmarks for the 21st century at the professional, and eventually the accomplished, levell Foster students’ achievement gains from baseline assessment levels to be evident in pre/post test comparison results, standardized test scores, and portfolios; Maintain student portfolios; Demonstrate consistent attendance; Demonstrate efficiency; Demonstrate oral proficiency; Demonstrate written proficiency; Pursue further education and supplemental credentials; Volusia County Charter High Page 89 Maintain and promote a safe learning environment and administer student surveys twice yearly; Promote problem-solving skills and character education; Promote and enforce Code of Conduct; Continually assess students' development (psychological and academic) through clearly defined rubrics; Establish, maintain, assess, and (if needed) modify individual student progression plans; Identify those students who exhibit exceptional thinking styles and behaviors and implement and/or accommodate those exceptional needs; Attend parent/teacher meetings and conferences; Demonstrate punctuality; Initiate opportunities for professional development; Initiate and present innovative ideas for special projects, school functions, field trips, extracurricular activities, and clubs; Provide supplemental instruction; Attend workshops and conferences; Document parent phone calls, conversations, and conferences; Work as partners to create behavior modification plans; Additional Job Functions: • Follows adopted policies and procedures in accordance with Board priorities. • Conducts him/herself in the best interest of students and the school, in accordance with the highest standards pursuant to the school’s mission and governing principles and in support of the School District of Volusia County’s Mission Statement. • Performs other duties as assigned. • Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required. RESPONSIBLE TO: • Principal BOOKKEEPER JOB PURPOSE This position is responsible for generating payroll, purchase orders, school deposits, petty cash, grants, capital inventory, district required reports, insurance paperwork, employment forms, staff benefits. Volusia County Charter High Page 90 This individual will work with the Co-Administrators to compile budget data and maintain records for the school budget and will compile financial reports for the Principal who will then present financials for audit and Board review. The Bookkeeper will work with the district and the school’s accountant to provide monthly bank reconciliations, monthly financial statements, detailed ledgers and other required financial and other reporting documentation. In addition, the Bookkeeper may be involved in data management and data entry with respect to online student records and school reporting requirements. ESSENTIAL DUTIES AND RESPONSIBILITIES: Skills in Finance/Accounting: Keep financial records and help staff accountants prepare monthly financial statements. Make bank deposits in accordance with company policy. Submit documentation for all receipts and disbursements made at the school level on a timely basis. Monitor and reconcile balances of school-based checking accounts. Follow-up on outstanding checks of school-based checking accounts. Assist payroll in resolving outstanding payroll checks. Follow up and collect returned checks received on a timely basis. Prepare and submit purchase orders. Obtain proper approvals based on School policy. Prepare and submit check requests with proper approvals to accounts payable. Review and approve expenditure invoices, in coordination with school Principal. Maintain reconciliation of internal funds accounts. Skills in Budgeting: a. Assist in the establishment of budgets and budget procedures. b. Advise, assist and provide leadership to school Principal on budget line items, invoice processing, cash management, purchasing and other general financial items. Skills in Payroll: Submit Personnel Action Forms (PAF), except employee absentee forms to the Payroll Department in accordance with the Payroll Cycle Calendar. Review entries to time and attendance system for accuracy. Make corrections when necessary as the time and attendance system administrator, and ensure proper authorization of the correction. Review payroll register presented by Payroll Department to authorize processing of payroll. Distribute payroll checks to employees. Volusia County Charter High Page 91 Keep all payroll information confidential. RESPONSIBLE TO: Principal MEDIA SPECIALIST QUALIFICATIONS: Bachelor’s degree from an accredited college or university or equivalent. Certification in Educational Media Specialist (Grades PK-12) preferred. Proficient in media technology and instructional applications of library science. Looks for ways to improve and promote quality and demonstrates accuracy and thoroughness. Strives to research, evaluate and implement best practices. Effective instructional delivery techniques and excellent communication skills. Proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System (SIS). Commitment to School’s values. Such alternatives to the above requirements as Volusia County Charter High School may find appropriate and acceptable. JOB PURPOSE: Organize, administer, and coordinate the school’s library media center/facility and its programs. ESSENTIAL DUTIES AND RESPONSIBILITIES: Plan, organize, implement, and supervise the program, collection, and staff of the school library media center. Direct the activities of library media center support staff (if appropriate). Establish and maintain an accurate circulation system for media and equipment. Schedule use of equipment, materials, and space of the library media center. Maintain and update written goals, objectives, policies, and procedures. supporting both the educational objectives of the total school program and those of the library media program. Plan for and provide instruction for students and staff in the use of materials, equipment, and services. Provide instruction and assistance to faculty and students for the production of media. Provide instruction following a scope and sequence of information skills. Plan with staff to integrate information skills within the school’s curriculum. Evaluate and select a variety of materials and equipment based upon the curriculum, needs and interests of the students and the staff. Volusia County Charter High Page 92 Assist staff and students with selection, development, and preparation of library/media materials. Maintain accurate inventories and indexes of the library media center’s collection of materials and equipment. Explain the school library media program and resources to the students, staff, and community. Involve students, staff, and school community personnel in planning, implementing, and evaluating the library media program. Perform and/or coordinate the ordering, cataloguing, processing, and maintenance of media and equipment for circulation. Assist the Principal with the development of the library media center budget. Provide an environment conducive to inquiry, research, study, and personal use by students and staff. Prepare bulleting boards and other displays that are related to the curriculum. Implement requirements of state law, county policies, and school building procedures. Coordinate with community libraries for additional resources to support educational objectives. SKILLS AND KNOWLEDGE: Demonstrate enthusiasm and commitment toward the job and the mission of the School; support the School’s values in the strategic areas of academic excellence, operational performance, superior culture, and financial health and growth, as outlined in the Employee Handbook. Work and interact with staff and relate to individuals at all levels of the organization; relate to individuals at all levels. As unique situations present themselves, the incumbent must be sensitive to corporate needs, employee goodwill, and the public image. Strong time management & organizational skills and the ability to prioritize wisely. Ability to establish and maintain effective working relationships with teachers, students, parents, the community, and administrative staff. Establish excellent interpersonal skills between all constituents: being courteous, professional, and helpful; Oral (including presentations), Written, Interpersonal (active listening), Negotiating and Influencing. Ability to consistently be at work, be on time, follow instructions, respond to management direction and solicit feedback to improve performance. Proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System (SIS). Look for ways to improve and promote quality and demonstrates accuracy and thoroughness. Strives to implement best practices. Responsible to: Principal Volusia County Charter High Page 93 GUIDANCE COUNSELOR QUALIFICATIONS: Bachelor’s degree from an accredited college or university or equivalent. Possession of valid Florida certification for Guidance Counselor. Minimum three (3) years experience of successful teaching or counseling services. Looks for ways to improve and promote quality and demonstrates accuracy and thoroughness. Strives to research, evaluate and implement best practices. Effective communication skills. Proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System (SIS). Commitment to School’s values. Such alternatives to the above requirements as Volusia County Charter High School may find appropriate and acceptable. JOB PURPOSE: To help students achieve personal fulfillment by providing them with guidance and counseling services to make successful personal, educational and occupational life plans. ESSENTIAL DUTIES AND RESPONSIBILITIES: Individual Student Counseling: Assists students in evaluating their aptitudes and abilities through the use of teacher comments, interpretation of individual standardized test scores and other pertinent data. Works with students in evolving educational and career plans in terms of such evaluation Provides individual counseling sessions for assigned students in dealing with their personal needs as they affect school performance, as well as their educational and career plans Provides small and large group counseling sessions, as needed, to address students’ personal educational and career plans Assists students in course selections and the scheduling process. Works to prevent students from dropping out of school, and assists those that do in finding alternative educational programs. Assists in making arrangements for enrollment in summer school programs to make up noted deficiencies Participates in follow-up studies of former students for the purpose of improving services and evaluating the effectiveness of the educational program being offered by the school Provides emergency support to students as needed during crises Provides students with college financial aid/scholarship resources and assists with college selection (High School). Staff Consultation Serves as a consultant to the faculty concerning matters related to guidance services Volusia County Charter High Page 94 Confers with staff regarding students with problems and/or special needs Serves as a resource person for administration in matters relating to students and guidance services; provides thorough and timely reports, data, etc. as requested by administration. Student and Parent Orientation Provides students new to the school orientation and information relative to school procedures, curriculum and extra-curricular opportunities Participates in planning and implementing programs which contribute to smooth transition between grade levels and/or to post-secondary education, which may include orientation programs for students and parents Serves as a resource for information regarding the educational program, activities and services of the school. Record Keeping: Supervises the maintenance of cumulative records for assigned students in accordance with state and federal laws and regulations as well as Volusia County Charter High School policy Provides information and prepares recommendations to colleges for admissions and scholarships as well as to potential employers and other agencies for assigned students. Maintains counseling record (i.e., summary, log) regarding conferences or other sessions with assigned students Assessment: Assists in the administration of state-mandated and Volusia County Charter High School assessment programs Reviews and interprets results of assessment programs for assigned students and utilizes results for counseling purposes Contributes to the evaluation of current curriculum offerings Assists in developing and implementing an evaluation plan for the guidance program and utilizing results to determine strengths and areas in need of improvement. School and Community Relations: Strives to establish cooperative relations and makes a reasonable effort to communicate with parents when necessary and appropriate. Utilizes the resources of the community in developing and enhancing guidance services and activities. Cooperates and shares professionally with members of the staff. Assists in interpreting the Guidance Services Program within the school and community. Assists community agencies and resource people who deal with students’ needs. SKILLS AND KNOWLEDGE: Volusia County Charter High Page 95 1. Ability to work and interact with individual at all level of the organization. 2. Ability to organize, prioritize and manage multiple priorities. 3. Ability to prepare comprehensive business reports, including writing report sections, integrating content, and formatting business documents. 4. Ability to establish a set of operating principles and routines; driving projects to completion, while insisting on highest level of quality. 5. Ability to consistently be at work, be on time, follow instructions, respond to management direction and solicit feedback to improve performance. 6. Establish excellent interpersonal skills between all constituents: being courteous, professional, and helpful; Oral (including presentations), Written, Interpersonal (active listening), Negotiating and Influencing. 7. Computer Basics: Windows, MS Word, Excel, Outlook, PowerPoint; Student Information System (SIS). 8. Good knowledge of organization’s policies and procedures. 9. Detailed knowledge of Federal, State, and local requirements for K-12 schools and charter school law. Responsible to: Principal CUSTODIAN QUALIFICATIONS: • High school diploma or equivalent, preferred • Successful experience in and demonstrated knowledge of commercial/institutional custodial work methods, materials, and equipment • Ability to read labels • Ability to understand verbal instructions • Passion for helping children succeed in reaching their fullest potential PERFORMANCE RESPONSIBILITIES: Essential Functions: • Works independently to routinely complete daily work schedule for designated school locations within time frequency provided • Routinely follows proper cleaning procedures and uses proper chemicals and cleaners safely, productively, and according to directions given during training • Routinely uses and operates cleaning equipment and tools in accordance with the training instructions • Moves furniture, collects and disposes of trash/garbage, and performs other related tasks necessary for the cleanliness of designated schools/locations Volusia County Charter High Page 96 • Inspects work upon completion of assigned schedule and completes any unfinished work • Assists supervisors with custodial and sanitation inspections following established procedures • Cleans equipment and tools after use and stores in areas assigned • Provides training to individual custodian support staff • Routinely reports safety hazards, malfunctions of equipment or plant facility to immediate supervisor • Attends training courses as required and responds to instructions both on the job and in training classes Additional Job Functions: • Follows adopted policies and procedures in accordance with Board priorities. •Conducts him/herself in the best interest of students and the school, in accordance with the highest standards pursuant to the school’s mission and governing principles and in support of the School District of Volusia County’s Mission Statement. • Performs other duties as assigned. • Capable of lifting/carrying 100 lbs.; considerable physical activity required RESPONSIBLE TO: • Office Manager B. Outline the criteria and process that will be used to select the school’s leader. Selection The Board of Directors believes that the selection of the School's Principal is the most important decision the Board will make prior to the opening of the school. This individual will have the most influence on the success of the school. The ideal candidate for this position will be an experienced education leader who has an exceptional ability to motivate students and staff to achieve. He/she will also be skilled at building and managing internal teams, as well as collaborating with other stakeholders in the community to build partnerships that are beneficial to the School's students. The steps in the recruitment and hiring process will generally follow the steps below, but may be modified as needed for particular positions and circumstances: 1. A nationwide search will be conducted, including referrals from board members, job postings in Monster.com, teachers-teachers.com, CareerBuilder.com, the local newspaper, and other pertinent publications. 2. The Board or their designee will review all resumes. 3. Screening interviews will be conducted by phone as the first step in determining if the person interviewed is the right fit for the job with the School. Volusia County Charter High Page 97 4. First round face-to-face interviews of candidates will be held with manager(s) of the position for which the search is being conducted. 5. Background and extensive reference checks will be conducted. 6. Upon the return of a successful background check, the manager(s) of the position being searched for will interview final candidates. 7. An offer of employment will be extended to the selected candidate, offering a compensation and benefits package. All faculty and staff will minimally have the certification, endorsement, or other credentials required for their positions. No teacher or staff member will be hired who would not have been eligible for hire by the School District. Evaluation Evaluations of the School Principal will be completed every year by the Board President and the Board of Directors using the Employee Evaluation form. This evaluation will include indepth review and feedback on the Principal's duties and responsibilities, and the standards to which the Principal is expected to conform. Emphasis will be placed on the leadership qualities to achieve academic growth for students. An important criterion will be the Principal's ability to identify and train teachers and other instructional staff. A "customer" focus on each student's success is critical to the Principal's successful, on-going performance. In addition, the Principal's strengths and weaknesses will be summarized and a corrective action plan will be developed and implemented, if necessary. The Board President and Board of Directors will review progress against the corrective action plan and assess the need for training, professional development, or other intervention. The Board will be kept apprised of the progress to complete the corrective action plan. C. Provide a staffing plan for each year of the charter term aligned with the school’s projected enrollment as detailed on the cover page of this application. Volusia County Charter High School plans to hire its staff according to the schedule below and in accordance with the projected enrollment as shown on the cover page. The Board of Directors reserves the right to adjust the staffing levels based on the School's current or projected financial condition in order to maintain a balanced budget and meet its academic goals. The primary goal at the school's start-up will be to build enrollment and form connections and partnerships in the community, and to hire for key staff positions. The staff hired in this phase will include the Principal, Assistant Principal, Office Manager, and Bookkeeper. The Board of Directors and the administrative staff will then hire teachers and other support staff in advance of projected enrollment increases to ensure that the required 25:1 ratio is met. Staffing Plan Volusia County Charter High Yr1 Yr2 Yr3 Yr4 Yr5 Page 98 Instruction Staff Teachers (two four hour shifts each) ESE Teacher Substitute Teachers Total Full Time Instructional Staff Pupil Personnel Services Guidance Counselor Media Services Librarian/Media Specialist School Administration Principal Assistant Principal Secretary / Business Manager Office Assistant Total School Administration Fiscal Services Bookkeeper Operation of Plant Custodian TOTAL STAFF 6.0 1.0 2.0 9.0 7.0 1.0 2.0 10.0 8.0 1.0 2.0 11.0 8.0 1.0 2.0 11.0 8.0 1.0 2.0 11.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 4.0 1.0 1.0 1.0 1.0 4.0 1.0 1.0 1.0 1.0 4.0 1.0 1.0 1.0 1.0 4.0 1.0 1.0 1.0 1.0 4.0 1.0 1.0 1.0 1.0 1.0 1.0 17.0 1.0 18.0 1.0 19.0 1.0 19.0 1.0 19.0 D. Explain the school’s plan for recruitment, selection, and development. Recruitment and Selection The standards, job requirements, and duties of teachers and staff members are all discussed during the interview process and are included in each members welcome package. Teachers will be certified consistent with the provisions of chapter 1012, F.S. The steps in the recruitment and hiring process will generally follow the steps below, but may be modified slightly for particular positions: 1. A nationwide search will be conducted, including referrals from board members, job postings in Monster.com, teachers-teachers.com, CareerBuilder.com, the local newspaper, and other pertinent publications. 2. The Principal will review all staff resumes. 3. Screening interviews will be conducted by phone to ensure the right fit for the job with the School. 4. First round interviews will be conducted with the Principal or Assistant Principal. 5. Background and extensive reference checks will be conducted. 6. Upon the return of a successful background check, an offer of employment will be extended to the selected candidate, offering a compensation and benefits package. Volusia County Charter High Page 99 All faculty and staff will have the certification, endorsement, or other credentials required for their positions. No teacher or staff member will be hired who would not have been eligible for hire by the School District. The Board of Directors will continuously monitor the employee benefits levels, salaries, and other factors to ensure that all high-quality staff remain on the job. Professional Development Teacher and staff quality, experience, and preparation are critical to students’ and the School's initial and ongoing success. Professional development will be extensive, ongoing, focused, and innovative. The development methods will incorporate evidenced-based strategies and resources proven to be successful within the School's target population. Professional learning modules and activities will focus on the use of flexible class periods, integration of technology into instruction, familiarity with a variety of learning activities to engage students in higher-order competencies, differentiation of instruction, coaching and mentoring, team teaching, and development and use of assessments to establish uniform coverage and external evaluations in common courses. The School will use a blended model of professional development to deliver and support relevant learning opportunities for teachers, as well as all staff. The professional development modules are: Evidence-based and targeted for success with at-risk students; Job-embedded for direct application and improved performance; Aligned to the innovative instructional programs of the School; Synchronous and asynchronous for efficient use of time. Staff Evaluation The Principal or designee is responsible for evaluating the performance of all staff members on a timely basis, utilizing a formalized performance management process that aligns with the School's employee growth and development initiatives. Volusia County Charter High Page 100 Section 11: Education Service Provider Volusia County Charter High School does not intend to engage an Educational Service Provider. Volusia County Charter High Page 101 Section 12: Human Resources and Employment A. Explain the school’s compensation plan, including whether staff will be publicly or privately employed. All school employees will be hired as private employees of Volusia County Charter High School. As a private employer, the school staff will enjoy an energetic, flexible working environment where individual strengths may be best developed and utilized and staff contributions will have a direct relation to promotions, financial incentives, and professional recognition. We believe that quality teachers are essential to delivering a quality, challenging, and highly effective educational program. Therefore, Volusia County Charter High School must be able to attract and retain quality teachers. We also recognize the necessity of being fiscally responsible in order to ensure the stability and longevity of the organization. Instructional personnel represent the single largest budget item, and thus will be monitored very closely. In order to ensure flexibility and provide financial incentives based on performance, Volusia County Charter High School will create its own salary scale and compensation plan independent of the District’s. Such a plan will comply with applicable standards set out in the Equal Pay Act, the Fair Labor Standard Act, and all other federal or state laws regarding the payment of wages. Compensation details will be reviewed by the Board prior to implementation, however, as proposed in the budget attached to this application, highlights of the compensation plan include: Classroom instruction salary range. Annual standard of living increase. Health insurance program. Qualified staff will be offered opportunities through the school to augment their incomes by providing tutoring services, after-care, and other special projects considered to be outside of their school year duties and responsibilities. The Board will undertake putting together an employee financial incentive program along with a non-monetary performance recognition program. The school will continually seek to find innovative ways of retaining and attracting staff through a flexible compensation plan and through non-monetary, yet appealing incentives. B. Describe the personnel policies and procedures to which staff will be required to adhere, including expectations for participation in the school’s professional development program. If personnel policies and procedures have not been developed provide a clear plan, including timeline, for the development and approval by governing board. Volusia County Charter High Page 102 Personnel Policies and Procedures All personnel policies will be specified in the Personnel Policy Guide and each staff member will receive a copy prior to the start of their employment. The school's co-teaching model allows for staffing flexibility. Short-term absences will be covered by school administrators or support staff. Longer-term absences will require that appropriately certified substitutes be hired for the duration of the absence. Professional Development Teacher and staff quality, experience, and preparation are critical to students’ and the School's initial and ongoing success. Professional development will be extensive, ongoing, focused, and innovative. The development methods will incorporate evidenced-based strategies and resources proven to be successful with the School's target population. Professional learning modules and activities will focus on the use of flexible class periods, integration of technology into instruction, familiarity with a variety of learning activities to engage students in higher-order competencies, differentiation of instruction, coaching and mentoring, team teaching, and development and use of assessments to establish uniform coverage and external evaluations in common courses. The School will use a blended model of professional development to deliver and support relevant learning opportunities for teachers, as well as all staff. The professional development modules are: Evidence-based and targeted for success with at-risk students. Job-embedded for direct application and improved performance. Aligned to the innovative instructional programs of the School. Synchronous and asynchronous for efficient use of time. Beginning teachers will participate in a New Teacher Cohort and Assistance Induction Program. This two-year program offers professional development in classroom management, curriculum support, and instructional assistance. New teachers are also assigned a mentor teacher who has a minimum of three years of successful teaching experience in the school’s program model. Teachers who are new to the Volusia County Charter High School model, but not necessarily to teaching, may also participate in the New Teacher Cohort program for one year as well. Due to the school’s unique program model, instructional support and assistance is provided to all new instructors regardless of teaching experience. Volusia County Charter High Page 103 Section 13: Student Recruitment and Enrollment A. Describe the plan for recruiting students, including strategies for reaching the school’s targeted populations and those that might otherwise not have easy access to information on available educational options. Volusia County Charter High School will be open to students who meet one or more of the criteria described in the target population. In compliance with s. 1002.33(17)(a)(4) F.S., enrollment will not be denied to any eligible applicants on the basis of sex, race, religion, national origin, ancestry, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability. The School will also not discriminate in its student admissions policies on the basis of intellectual or athletic ability, measures of achievement or aptitude, or any other basis that would be illegal if used by any public school. The School will use a variety of methods to attract students including those in harder to reach families. Some of these methods may include: Informational meetings with local community, civic, and religious organizations; community leaders, and other people who may be able to inform and/or influence families and students to enroll at the School; In-depth briefings with organizations such as Junior Achievement, and the Boys and Girls Club to explain the program and establish a referral network; Advertisements in the public transit system or other public display venues; Facilitation of student, peer-to-peer discussion through the use of DVDs and materials distributed at events attended by students who fit the criteria. Other strategies that may be used include advertising in local community newspapers, particularly those published for minority groups, or contacting community social service organizations that target the at-risk and/or dropout population, such as youth organizations, courts, churches, etc. Outreach and advertising may also include an emphasis on the services the school can provide for English for Speakers of Other Languages (ESOL) students (F.S.§1002.33 [10][f]). Volusia County Charter High School will use multi-lingual advertisements and materials. B. Explain how the school will achieve a racial/ethnic balance reflective of the community it serves or with the racial/ethnic range of other local public schools. We anticipate that the majority of students will live within a five mile radius of the School and, thus, reflect the community being served. Targeted marketing will be used to focus on this geographic area. Additionally, select marketing materials will be created and produced in multiple languages based on the demographics of the local area. Volusia County Charter High Page 104 C. Describe the school’s enrollment policies and procedures, including an explanation of the enrollment timeline, criteria and/or any preferences for enrollment, and lottery process. Enrollment Volusia County Charter High School will open an Enrollment Office in June 2013 to begin attracting and enrolling students for enrollment at the beginning of the 2013 - 2014 school year. After that, the school will offer daily enrollment for students who wish to enroll, space permitting. Our admission and enrollment processes will be student-centered and friendly. As part of our mission, we will have a year-round open enrollment, enabling students to enroll in our school based on their schedules and needs. Students in our proposed target population may have a tendency to drop out of school at various times during the year for various reasons; therefore, we need to be able to enroll and engage students according to their individual time schedules. When contacted by interested students and/or their parents online, over the phone, or in person, Volusia County Charter High School will guide the interested student through the following process: Enrollment Specialist reaches out to student and/or parent to arrange an initial visit at the school with school staff. Student/parent meets with Enrollment Specialist to discuss student's needs and expectations as well as school mission and expectations. Student/parent completes enrollment application. School requests transcripts and other relevant information from student's last school of attendance. Student completes individualized assessments to determine academic skill levels, vocational interests, academic history, credits earned, family/employment commitments, and plans for getting to school. Student and parent meet with teachers, social workers, employment coaches, and administrators to review assessment information and establish their Personalized Success Plan (PSP). As part of the enrollment process, the staff will request that the student and parent (if the student is age 17 or younger) sign the Student/Parent Contract, which states that the student and parent have read and understand the Student/Parent Handbook, including the Code of Student Conduct, and agree to abide by the terms of these documents. The Contract will be enforced based upon the terms and guidelines outlined in the Student/Parent Handbook and Code of Conduct. Additionally, the parent and student will complete the enrollment package, which outlines the responsibilities of the parents and students. Additional documents or forms may be required based upon school district requirements. Volusia County Charter High Page 105 As the school will be a public school, enrollment will not be denied to any eligible applicants on the basis of sex, race, religion, national origin, ancestry, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability. Lottery In the event that enrollment exceeds capacity, the School will conduct a random lottery to determine which applicant students are offered enrollment, or are placed on a waiting list in the order of their selection. Any students who inquire about enrollment after the lottery is held will be placed on the waiting list on a first come, first-served basis. Admission preferences may only be given to: 1. Students who are siblings of a student enrolled in the charter school; 2. Students who are the children of a member of the Board of Directors of the charter school; 3. Students who are the children of an employee of the charter school; 4. Students who are the children of: a) An employee of a business partner of a charter school in the workplace; b) A resident of the municipality in which such charter school is located; c) A resident of a municipality that operates a charter school in a municipality. 5. Students who are the children of an active duty member of any branch of the United States Armed Forces. D. Explain any student and/or family contracts that will be used as a requisite for initial and continued enrollment in the school. Describe if and how the school will enforce such contracts. As part of the enrollment process, the staff will request that the student and parent (if the student is age 17 or younger) sign the Student/Parent Contract, which states that the student and parent have read and understand the Student/Parent Handbook, including the Code of Student Conduct, and agree to abide by the terms of these documents. The Contract will be enforced based upon the terms and guidelines outlined in the Student/Parent Handbook and Code of Conduct. E. Explain any other efforts to encourage parental and community involvement, if applicable. In order to ensure substantial parent and community involvement, Board members will meet with local stakeholders to explain the program and recruit representatives, including parents, to serve on a School Advisory Council (SAC). The SAC, with parent participation, will be formed during the first semester of the school's operation. The purposes of the SAC will be to: Provide a venue for feedback among all partners and give a voice to the community. Volusia County Charter High Page 106 Agree upon community-related goals for the school program. Make constructive recommendations for school improvement. Establish relationships with members of the broader community and recognize their value. Provide information to the community about the purpose, vision, and mission of the School. Parents will have a number of other opportunities for involvement in their student's education. Parents will be invited to attend an orientation session with the student during which time opportunities, expectations, and requirements of the program are clearly explained. This will set the stage for expected student progress and achievement. This will be supplemented by mailings to homes, newsletters and phone calls from teaching staff, and conferences with the student and parent(s). Parents will be encouraged to visit the school and to participate in school functions and events throughout the year, including school sponsored workshops, parent nights, report card conferences, and student award ceremonies. The Principal and Assistant Principal will be responsible for establishing partnerships with community agencies that provide social and intervention services to students and families. The goal of these partnerships is to provide a broader set of services that will help the student and family handle circumstances that interfere with learning and academic success. The school will also create partnerships with local employers to facilitate internships and employment of students (FL.st. 1003.496). Volusia County Charter High Page 107 BUSINESS PLAN Section 14: Facilities If the site is not acquired: F. Explain the school’s facility needs, including desired location, size, and layout of space. Final desired location, design, size and layout of Volusia County Charter High School has not been completed, pending grant of a charter. Volusia County Charter High School intends to procure a facility capable of serving up to 400 students in grades 9-12. Volusia County Charter High School will utilize facilities that comply with the State Uniform Building Code for Public Education Facilities and the Florida Fire Prevention Code as required by Section 1002.33(18), Florida Statutes. The facility will be thoroughly inspected and researched before a lease is completed. G. Provide an estimate of the costs of the anticipated facility needs and describe how such estimates have been derived. * The financial plan for the proposed school should align with the facilities-related costs described. The forecast base rent and all other facilities costs are included for all years of the charter contract in the proposed budget (Attachment 1). Utilities and maintenance cost estimates are also shown in the proposed budget. These estimates have been derived from actual historical data from other comparable charter school facilities leased, from experienced charter school facilities developers, updated based upon widely-reported cost escalations for land and construction costs for the corporation's charter school programs. The School’s Governing Board will lease the facilities at a fixed annual rate so that the school does not incur construction risks, including unanticipated delay costs, cost overruns, and the like. Lease payments will commence upon the taking of possession of the facilities by the School. Long-term leasing provides the School the ability for the School’s Governing Board to focus on its core mission of education and educational programming, outsourcing the design, acquisition, permitting, financing, and construction of facilities to experienced entities in those fields. In addition, long-term leasing separates the School from the vagaries of real estate and financial markets, creating long-term guaranteed access to needed physical plant without the associated risks of ownership. The lease documents will provide that so long as the School is meeting its rent and other obligations, even the foreclosure of the property by the developer’s lender will not affect the School’s continuing rights to possession and use of the facilities under the lease. Volusia County Charter High Page 108 H. Explain the strategy and schedule that will be employed to secure an adequate facility. Upon charter approval from the School District, we will schedule a review with the Director of Facilities to determine acceptability of the design and placement we are considering for the Volusia County Charter High School. Final design and construction will then be completed and lease negotiations undertaken with the owner. The design process will be completed in January of 2013 and be scheduled for construction by the summer of 2013. I. Describe the back-up facilities plan. Alternative locations will include, but are not limited to, office/retail space, light industrial space, or other facilities that can accommodate the mission and needs of the school as stated in this application, and by the standards of the School District and State regulations. Several potential facilities are available in the region within which the school is being planned and these alternatives will be evaluated with one chosen, should our first choice not be satisfactory. J. Describe the plan and methods the school will employ to comply with Florida’s constitutional class size requirements. The facility will be in compliance with all Florida laws, regulations and policies for a safe and sound learning environment. The projected student-to-teacher ratio shall be consistent with those required by Florida Law as applied to charter schools. The class size reduction will be grades nine through twelve, with up to 25 students per classroom teacher. Volusia County Charter High Page 109 Section 15: Transportation Service A. Describe the school’s plan for transportation, including any plans for contracting services. Your plan should discuss, to the greatest extent possible, the issues relevant to the school’s transportation plans. The school will be serving students ages 15-21, and will be using public transportation passes to meet the transportation requirements. We believe that the provision of scheduled yellow-bus transportation is not an issue that affects enrollment and attendance for our student population. Volusia County Charter High School will be located along major lines of the public transportation system. Students who live beyond a reasonable distance from the school will receive a public bus pass if they choose to accept it. A reasonable walking distance for any student who is not physically disabled is any distance not more than two miles between the home and the school or one-and-one-half miles between the home and the assigned bus stop. Such distance shall be measured from the closest pedestrian entry point of the assigned school building or to the bus stop. Volusia County Charter High School shall determine the shortest pedestrian route, whether or not it is accessible to motor vehicle traffic. Since the school will be using public transportation for the majority of its students, there is no need for contingency plans related to transportation. In addition, transportation service will be provided by the school to any student whose ILP stipulates that this must occur. Should an ESE student require special transportation accommodations, the school will contract with the school district or an approved private transportation provider. The school did not budget for transportation revenue, as it is impossible to predict how many students may qualify. Volusia County Charter High School will ensure that transportation is not a barrier to education and will submit all paperwork and documentation related to transportation specific funding, as needed. Volusia County Charter High Page 110 Section 16: Food Service A. Describe the school’s plan for food services, including any plans for contracting services or plans to participate in the National School Lunch Program. Due to the age group of the students attending Volusia County Charter High School, the flexible schedule of the school day, and the fact that many students will be coming from and leaving for work, Volusia County Charter High School will not provide meals as are typically provided in a traditional high school. The school will make healthy snacks available to all students. Students who would qualify for free or reduced price meals will be eligible for free or reduced price healthy snacks. The snacks will be consumed before or after school and will not interrupt the instructional day. These healthy snacks will be in compliance with all applicable requirements. Additionally, the School will have vending machines on-site for students who wish to purchase other types of food. Volusia County Charter High Page 111 Section 17: Budget A. Provide an operating budget covering each year of the requested charter term that contains revenue projections, expenses and anticipated fund balances. The budget should be based on the projected student enrollment indicated on the cover page of the application. The proposed five-year budget based on the projected student enrollment indicated on the cover page is included as Attachment 1. The Florida Department of Education Worksheet was used in calculating the FTE expectations. B. Provide a start-up budget that contains a balance sheet of revenue projections, expenses and anticipated fund balance. The start-up budget must cover any period prior to the beginning of FTE payments in which the school will expend funds on activities necessary for the successful start-up of the school. Volusia County Charter High School anticipates a start-up budget as shown in the following table. The Founding Board will be moving forward once this application is approved to acquire additional start-up funds. We anticipate that these funds will carry us until June 2012. The School will apply for a planning and design grant, as provided by the Charter School Implementation Grant Program. If awarded, the grant will provide the school with additional start-up funding which will be utilized prior to the period when the school will begin to receive operational funding from the sponsor. In the event that the start-up grant is not awarded, the school has access to loan amounts necessary for the start-up expenditures and all start-up personnel will not be paid until the school begins operations. Start-Up Budget Before Schools Open Acct Code Description Revenue (Loan) $100,000.00 Units $33,333.33 $33,333.33 $33,333.33 Rate Total May-2013 Jun-2013 Jul-2013 0 $- $- $- $- $- $- $- $- Classroom Instruction (5000) 100 510 641642 643644 690 Salaries Teachers and ESE Specialist will start in Aug. 0 Total Instructional Personnel 0 Classroom Supplies 3 $200.00 $600.00 $200.00 $200.00 $200.00 Classroom Equipment (desks, chairs, etc.) 2 $250.00 $500.00 $166.67 $166.67 $166.67 Computer Equipment 2 $37.50 $75.00 $25.00 $25.00 $25.00 Software 2 $200.00 Total Instruction $11.11 $3.70 $3.70 $3.70 $1,186.11 $395.37 $395.37 $395.37 $600.00 $200.00 $200.00 $200.00 $600.00 $200.00 $200.00 $200.00 Media Services (6200) 620 Audio-Visual Materials Total Media Services Volusia County Charter High 12 $50.00 Page 112 General Support Services Board (7100) 320 330 Insurance Liability/Errors & Omissions/Crime 3 $500.00 $1,500.00 $500.00 $500.00 $500.00 Officers and Directors 3 $300.00 $900.00 $300.00 $300.00 $300.00 $500.00 $166.67 $166.67 $166.67 $2,900.00 $966.67 $966.67 $966.67 $18,750.00 $6,250.00 $6,250.00 $6,250.00 $18,750.00 $6,250.00 $6,250.00 $6,250.00 Governance Training Total Board School Administration (7300) 100 Salaries Principal 1 Total Office Personnel $18,750.00 1 210 Retirement $18,750.00 3.00% $562.50 $187.50 $187.50 $187.50 220 $18,750.00 7.65% $1,434.38 $478.13 $478.13 $478.13 230 Social Security Health Insurance (includes dental, life, etc.) 3 $291.67 $875.00 $291.67 $291.67 $291.67 240 Workers' Compensation $18,750.00 1.22% $228.75 $76.25 $76.25 $76.25 250 Unemployment Compensation 1 $189.00 $189.00 $63.00 $63.00 $63.00 360 Lease-Copy Machine 3 $25.00 $75.00 $25.00 $25.00 $25.00 370 Postage 390 Printing (includes advertising) Acct Code 510 641642 Description Units Office Supplies Office Equipment Lease 2 $500.00 $500.00 $166.67 $166.67 $166.67 $3,000.00 $3,000.00 $1,000.00 $1,000.00 $1,000.00 Rate Total May-2013 Jun-2013 Jul-2013 $500.00 $500.00 $166.67 $166.67 $166.67 $12.50 $25.00 $8.33 $8.33 $8.33 $26,139.63 $8,704.88 $8,704.88 $8,704.88 $22,664.58 $7,554.86 $7,554.86 $7,554.86 $22,664.58 $7,554.86 $7,554.86 $7,554.86 $5,500.00 $5,500.00 $1,833.33 $1,833.33 $1,833.33 $300.00 $300.00 $100.00 $100.00 $100.00 $5,800.00 $1,933.33 $1,933.33 $1,933.33 $3,000.00 $3,000.00 $1,000.00 $1,000.00 $1,000.00 $19,804.25 $19,804.25 $6,601.42 $6,601.42 $6,601.42 $19,804.25 $6,601.42 $6,601.42 $6,601.42 Office Equipment $125.00 $41.67 $41.67 $41.67 Computer Equipment $162.50 $54.17 $54.17 $54.17 $50.00 $16.67 $16.67 $16.67 $337.50 $112.50 $112.50 $112.50 $82,432.07 $27,469.02 $27,469.02 $27,469.02 $17,567.93 $5,864.31 $5,864.31 $5,864.31 Total School Administration Facilities Acquisition and Construction (7400) 350 360 Repairs and Maintenance Building Lease (Three months before school opens) Total Facilities Acquisition and Construction Fiscal Services (7500) 310 Professional Services: 730 Bank Fees/Payroll Processing Fees Bookkeeping/Accountant 1 Total Fiscal Services Central Services (7700) Marketing/Staff Recruiting and Placement Operation of Plant (7900) 390 Other Purchased Services Total Operation of Plant Administrative Technology Services (8200) 641642 643644 690 Software Total Administrative Technology Services Total Budgeted Expenditures Balance Start Up Funds Volusia County Charter High Page 113 C. Provide a detailed narrative description of the revenue and expenditure assumptions on which the operating and start-up budget are based. The budget narrative should provide sufficient information to fully understand how budgetary figures were determined. The cost assumptions detailed in the start-up budget reflect typical costs. The School's major budgetary assumptions include: 1. The start-up period assumes that an enrollment office will be established three months before school opening; 2. Hiring is per the detailed schedule in the financial calculations; 3. Computer equipment will be installed the month before school begins; 4. Recruiting and marketing costs are anticipated to be heavy during this period and the first two months of the school year; 5. Start-up costs will be funded from a combination of capital leases, landlord participation in the tenant improvements, and lending from other sources. If CSP grant approval is obtained, those funds will enable reduction of loan funding; 6. Capital leases will be used to acquire all computer equipment over a five-year period; 7. Computer equipment is typically refreshed every five years; 8. The other assets, such as furniture and leasehold improvements, and initial operating expenses will be funded from a lender or the federal start-up grant, if funds are awarded; 9. Consulting and professional fees include audit and tax preparation fees as well as legal and consulting expenditures; 10. Accounts Receivable and Accounts Payable are both net thirty. Start-up expenses are paid prior to year one. D. Explain how the governing board will monitor the budget, including a strategy for addressing revenue shortfalls due to lower than expected enrollment. While demand is expected to be high for the vocational focus that the VCCHS is designed to respond to, the board will closely monitor all aspects of promotion and registration in order to analyze the data from these activities to determine how closely the school is meeting its goals. If adjustments in any of the budgeted line items are necessary, decisions will be made quickly to avoid spending beyond forecast income. The experience of the founding team will enable these decisions to be made appropriately and timely. Should FTE income exceed that which exceeds the actual amount that number of students warrants, the School will set aside the excess for return to the Sponsor. Volusia County Charter High Page 114 E. Provide monthly cash flow projections for the school’s start-up period (i.e. from the date on which the application is approved to the beginning of the first fiscal year of operation) through the first year of operation. The monthly cash flow projections for start-up are included in the start-up budget chart in 17.B. above and are based on the accrual method of accounting. First year of operations on a monthly basis are detailed in Attachment 1. Expenses will be earmarked for payment once the goods or services have been received. The accounting and reporting for Volusia County Charter High School will be under GASB 34. F. Describe the school’s fundraising plan, if applicable. Report on the current status of any fundraising efforts, including verification of any fundraising monies reported in the school’s start-up or operating budgets. The Principal or Board of Directors may choose to have fundraising activities for specific purposes in the future, but none are planned at this time. Volusia County Charter High Page 115 Section 18: Financial Management and Oversight A. Describe who will manage the school’s finances and how the school will ensure financial resources are properly managed. The Governing Board has the ultimate responsibility to ensure that the School’s finances are managed properly. Volusia County Charter High School’s Board will recruit a member, designated as a Financial Specialist, with the requisite skill sets in financial management and accounting. The Board will review and approve a preliminary annual budget prior to the beginning of the fiscal year. The Principal of the School will prepare a school-site budget, which will include anticipated revenues and expenditures based on student enrollment. Each quarter, the Board will review the budget and make revisions, as necessary. The Principal will manage the day-to-day operations and site-based finances, including expenditures and receivables. The Board will adopt a policy whereby the Principal will need to seek prior approval from the Board for expenditures over a pre-approved amount. The Principal will report at least quarterly to the Board on the progress of the site-based budget and make recommendations and seek approval for large expenses. The Board will oversee the Principal and remain responsible for all financial matters delegated to the Principal. B. Describe the financial controls, including an annual audit and regular board review of financial statements, which will be employed to safeguard finances. The School has established financial procedures to further safeguard its finances. The Board shall annually adopt and maintain an operating budget, retain the services of a certified public accountant or auditor for the annual independent financial audit and review, and will approve the audit report, including audit findings and recommendations. In the event a financial recovery plan is necessary, the Board will monitor it and ensure such plan is appropriately maintained. The Board will also review and monitor the financial statements of the School on at least a quarterly basis during regularly scheduled Board Meetings. Controls The Board of Directors is responsible for establishing and maintaining a system of internal controls in order to provide reasonable assurance that the school’s assets are safeguarded against loss from unauthorized use or disposition, and that transactions are executed in accordance with the school's authorization and recorded properly in the financial records. Controls will be established in accordance with all applicable federal, state, and local laws and in line with accepted industry standards and best practices. Volusia County Charter High School’s Principal and Bookkeeper shall maintain the school’s accounting records and shall work with the Board to ensure appropriate management of those records. The School will utilize the standard state codification of accounts as contained in Volusia County Charter High Page 116 the Financial and Program Cost Accounting and Reporting for Florida Schools, as a means of codifying all transactions pertaining to its operations for both internal and external reporting. Financial reporting will be subject to any directives issued by the State of Florida and Sponsor. Internal accounting for the School regarding receivables and disbursements will follow the following procedures: 1. Receivables All cash payments will be locked, coded by source, and deposited on a daily basis. Daily deposits will be reconciled to cash receipts logs. Disbursements will be made only after appropriately authorized and only to approved vendors and suppliers. The School will prepare disbursement vouchers on site and authorized by the School’s Principal. Disbursement vouchers will be submitted to the Bookkeeper with all necessary supporting documentation detailing the amount, purpose, and classification of the disbursement. The Principal will then receive and approve/disapprove all vouchers. A threshold amount will be established by the Board that will determine when more than one signature is required on a check. Checks for certain purposes and those over the threshold amount will require the signature of the Principal and Board Chair or a designee determined by the Board. Bank statements will be reconciled each month and financial statements to the Board and sponsor will be regularly provided. The statements will include revenues, expenditures, account balances, and other data as requested by the Board or Sponsor on dates and frequency that the Board and Sponsor require. 2. Funds Transfers Any fund transfers by electronic means made into any School account will be recorded in the general ledger by journal entry along with supporting documentation. 3. Revenue Collection Any funds collected at the School will be received by a designated member of the School staff. The Bookkeeper will document the purpose and amount of funds collected and prepare a deposit on any day funds are collected. Deposit receipts, copies of the deposit ticket, and any other documentation necessary to properly document deposits will be maintained at the School. No checks or cash collected will be left overnight at the School and will be deposited on the day received. 4. Capital Expenses All capital expenditures will require a purchase order and approval by the Board Chair, Principal, or designee determined by the Board. Capital expense limits and parameters will be set by the Board. Any purchase order amount greater that the limit set by the Board will require Board approval. The purchase order will be given to the vendor or supplier with a copy of the PO maintained in the School office. Volusia County Charter High Page 117 5. Operating Accounts All operating expenses will be paid out of the operating account. The Board will establish all parameters, limits, and approval authority. The Board will receive a reconciled monthly accounting for their review. 6. Check Signers Only individuals stipulated by the Board will be authorized to sign checks on School accounts. 7. Data Security Financial data and records will be maintained on a secured, logon, password protected system. The Board will determine which individuals will have access to the financial data. A secure environment will be established in which to maintain data backup and hardcopy records. 8. Audit Reports The School will provide the Board and Sponsor annual audited financial reports. All reports will be prepared according to generally accepted accounting principles and contain a complete set of financial statements and notes. The School will use the standard state codification of accounts as detailed in the Financial and Program Cost Accounting and Reporting for Florida Schools. The School will comply with any directives issued by the State of Florida or the Sponsor. C. Describe the method by which accounting records will be maintained. The School will maintain both student and financial records in accordance with Chapter 119, Florida Statutes. Retention schedules established by the records and information management program of the Division of Library and Information Services of the Department of State will be followed. The School will maintain both active and archival records for current and former students in accordance with federal, state, and local laws, and with the regulations prescribed by the Florida Department of Education. The School will ensure that all student records are kept confidential, as required by applicable law. All permanent records of students leaving the school, whether by graduation or transfer to another public or a private educational institution shall have a copy of their permanent record forwarded to the school in which the student is enrolled. All permanent records remain in the last school in which the student was enrolled. D. Describe how the school will store student and financial records. All student and financial records will be kept in locked, fireproof cabinets or in a fireproofed locked records storage vault. Only certain school personnel will have access to student records and computerized student records will be backed up regularly and stored in a secure area. Volusia County Charter High Page 118 E. Describe the insurance coverage the school will obtain, including applicable health, workers compensation, general liability, property insurance and directors and officers liability coverage. The budget provides funding for health insurance options for employees as well as state required workers’ compensation coverage, comprehensive general liability insurance, fire, property and casualty insurance, and vehicle liability insurance where needed. Directors and employees in leadership positions will be bonded and errors and omissions coverage will be provided. The insurance provider will be authorized by subsisting certificates of authority by the Department of Financial Services or an eligible surplus lines insurer under Florida statutes. The insurer will have a Best’s rating of ‘A’ or better and a Financial Size category of ‘VI’ or better, according to the Best’s Rating Guide. The following schedule will be used as a minimum requirement for each classification of insurance: 1. Automobile Liability A minimum $1,000,000 per occurrence, and if subject to an annual aggregate, $3,000,000. 2. Errors and Omissions A minimum of $1,000,000 per claim/annual aggregate, and maximum deductible of $25,000 per claim. 3. Fidelity Bonds (or crime) $1,000,000 for each person performing Principal or Financial Specialist duties and $1,000,000 for each member of the Governing Board and each person authorized to make purchases or contract for services that exceed $5,000. 4. Comprehensive General Liability, Bodily Injury, Property Damage, and Personal Injury A minimum $1,000,000 per occurrence and a $3,000,000 annual aggregate will be maintained. Except with respect to property damage liability, coverage shall apply on a first-dollar basis without application of any deductible or self-insured retention. Property damage liability may be subject to a maximum deductible of $1,000 per occurrence. 5. Workers’ Compensation and Employer Liability The School’s insurance will cover the School and its subcontractors, to the extent that it is not otherwise insured for those sources of liability which would be covered by the latest edition of the standard Workers’ Compensation Policy, as filed for use in Florida by the National Council on Compensation Insurance, without restrictive endorsements. There shall be no maximum limit on the amount of coverage for liability imposed by the Volusia County Charter High Page 119 Florida Workers’ Compensation Act or any other coverage customarily insured under part 1 of the standard Workers’ compensation Policy. The minimum amount of coverage for those customarily insured under part 2 of the standard Workers’ Compensation Policy shall be $500,000 for each accident; $500,000 for each disease; and $500,000 each employee. 6. Fire, Property, and Casualty The School will obtain and maintain insurance for its building(s) and contents. Volusia County Charter High Page 120 Section 19: Action Plan A. Present a projected timetable for the school’s start-up, including but not limited to the following key activities: i. Identifying and securing facility, ii., Recruiting and hiring staff, iii. Staff training, iv. Governing Board training, v. Policy Adoption by Board (if necessary), vi. Lottery, if necessary, vii. Student enrollment. Activity Site search- A preliminary search has been done in advance of the application submission. Discussions with targeted facilities will proceed during school district application review. Begin Charter Application Create School Budgets Submit Charter Application Application reviewed and approved by sponsor First meeting of Board of Directors Negotiate Lease on final location of choice Negotiate contract with School District Complete Board of Directors training using state approved DVD program Recruit and hire Principal- this will include collection and analysis of resumes from various ad placements, phone interviews, and faceto-face interviews starting Sign facility lease or purchase agreement Finalize school facility design Recruit staff in preparation for hiring as enrollment dictates throughout the summer- this will include collection and analysis of resumes from various ad placements, phone interviews, and face-toface interviews with Principal being key decider Begin Plans and Permits Begin collaboration with school district regarding process and procedures Begin community outreach, Communication, and Enrollment through local media outlets and community forums Finalize School Calendar Begin Construction/Remodeling Enrollment office opens, recruiting continues throughout community Complete Faculty and Administration Staffing based on enrollment Facility Completed Train staff Set up Administrative and Classroom Space Verify all appropriate inspections and clearances including Certificate of Occupancy Student/Parent Orientation My Choice Accelerated Academy Opens Volusia County Charter High Responsible Party Founding Team Date May-October 2012 Founding Team Founding Team Founding Team School District Founding Team Founding Team Founding Team, Board of Dir. Board of Directors May 2012 May 2012 August 2012 October 2012 Nov. 2012 Nov. 2012 Nov.-Dec. 2012 December, 2012 January 2012 Founding Team and Board of Directors Board of Directors Board of Directors Principal, Founding Team, Board of Directors January 2013 January 2013 February May, 2012 Board of Directors Principal/Board of Directors February 2013 February 2013 Principal, Board of Directors, Founding Team Principal, Board of Directors Founding Team Principal, Founding Team February 2013 Principal, Founding Team Principal, Board of Directors Principal Founding Team Principal, Founding Team June 2013 July 2013 August 2013 August 2013 August 2013 Principal Principal August 2013 August 2013 March 2013 March 2013 June 2013 Page 121 The action plan listed will be actively monitored and adjusted as events transpire. Volusia County Charter High School is prepared to handle all unanticipated events that may occur. Once the school is underway, there will be an assessment of the event, evaluation of its severity and determination of who should be included in deciding proper response. The Principal will ultimately be responsible for determining an initial estimate of how to respond and others will be included at the Principal’s discretion. When a situation arises that may require the Board of Director’s involvement, the Principal will immediately inform the Chair of the Board and they will collaborate to plan a course of action. Should others need to be involved, and/or a formal meeting of the Board be required, the proper notification will be made according the By-Laws. Scenarios will be discussed by the Board on how hypothetical unforeseen, but potentially real, situations will be handled and the protocol to be followed. Of great importance will be the protocol to follow during any situations that may relate to safety and other issues that many times require immediate attention by the present faculty or staff member such as bullying, gang violence, accidents, etc. The protocol will be documented and made available to all Board members, faculty, staff, and, where appropriate, parents, so that proper transparency in the School’s operation will be maintained. All faculty and staff will receive proper briefing and training on the Board’s approved set of protocols to ensure the safety and security of all students, faculty, and staff. Volusia County Charter High Page 122 STATEMENT OF ASSURANCES This form must be signed by a duly authorized representative of the applicant group and submitted with the application for a charter school. As the authorized representative of the applicant group, I hereby certify under the penalties of perjury that the information submitted in this application for a charter for Volusia County Charter High School is accurate and true to the best of my knowledge and belief; and further, I certify that, if awarded a charter, the school: A. Will be nonsectarian in its programs, admission policies, employment practices and operations. B. Will enroll any eligible student who submits a timely application, unless the school receives a greater number of applications than there are spaces for students, in which case students will be admitted through a random selection process. C. Will adhere to the antidiscrimination provisions of section 1000.05, F.S. D. Will adhere to all applicable provision of state and federal law relating to the education of students with disabilities, including the Individuals with Disabilities Education Act; section 504 of the Rehabilitation Act of 1974; and Title II of the Americans with Disabilities Act of 1990. E. Will adhere to all applicable provisions of federal law relating to students who are limited English proficient, including Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974. F. Will participate in the statewide assessment program created under section 1008.22, F.S. G. Will comply with Florida statutes relating to public records and public meetings, including Chapter 119, Florida Statutes, and section 286.011, F.S., which are applicable to applicants even prior to being granted a charter. H. Will obtain and keep current all necessary permits, licenses and certifications related to fire, health and safety within the building and on school property. I. Will provide for an annual financial audit in accordance with section 218.39, F.S. The governing board, at its discretion, allows ____Mark Ezzard_____ (name), ______Director__________ (title) to sign as the legal correspondent for the school. _____Mark Ezzard____________________ Signature ______ Mark Ezzard ___________________ Printed Volusia County Charter High ____7/24/12____________ Date ___________________________ Name Page 123 Attachment 1. Budgets- Five Year and First Year Monthly Yr1 Five Year Budget Yr2 2013-14 County Charter High School Yr3 2014-15 Yr4 2015-16 Yr5 2016-17 2017-18 Number of Students 300 350 400 400 400 Grade Levels Grades 9-12 Grades 9-12 Grades 9-12 Grades 9-12 Grades 9-12 101.0% 101.0% 101.0% 101.0% Fiscal Year 2013 - 2017 Expense Inflation Estimated Revenue 100 FEFP Basic Gross - 3310 $1,138,479 $1,347,067 $1,453,210 $1,387,849 $1,325,756 Instructional Materials - 3336 $22,496 $25,651 $29,316 $29,316 $29,316 Discretionary Lottery Funds - 3344 $0 $3,108 $2,428 $2,428 $2,428 Class Size Reduction - 3355 $268,410 $335,629 $383,576 $383,576 $383,576 Discretionary Local Effort - 3411 Total Revenue: $81,385 $72,263 $56,446 $56,446 $56,446 $1,510,770 $1,783,718 $1,924,976 $1,859,615 $1,797,522 General Funds Account Code Description Units Rate Total Rate Total Rate Total Rate Total Rate Total Budget Notes Classroom Instruction (5000) 100 Salaries Classroom Teachers 6 $50,000 $300,000 7 $50,500 $353,500 8 $51,005 $408,040 8 $51,515 $412,120 8 $52,030 $416,242 $50,000/teacher - two shifts of students Other Teachers (ESE, ESOL, Reading/Math Coaches) 1 $50,000 $50,000 1 $50,500 $50,500 1 $51,005 $51,005 1 $51,515 $51,515 1 $52,030 $52,030 $50,000/teacher - two shifts of students Permanent Floating Substitute Teachers 2 $1,100 $2,200 2 $1,111 $2,222 2 $1,122 $2,244 2 $1,133 $2,267 2 $1,145 $2,289 $352,200 8 $406,222 9 $461,289 9 $465,902 9 $122,412 6000 $123,636 6000 $583,701 11 $589,538 11 Total Salaries & Units of Full Time Personnel Hourly Instructional Personnel (Tutoring/Part-time Teachers) Total Instructional Personnel 7 3000 $20 7 $60,000 3500 $412,200 3508 $20 $70,700 6000 $476,922 11 $20 $21 Units = # of hours. Rate: $20/hour $470,561 $21 $124,872 Units = # of hours. Rate: $20/hour $595,434 210 Retirement $352,200 3.00% $10,566 $406,222 3.00% $12,187 $461,289 3.00% $13,839 $465,902 3.00% $13,977 $470,561 3.00% $14,117 Company match 401(k) or FRS at 7.77% 220 Social Security $352,200 7.65% $26,943 $406,222 7.65% $31,076 $461,289 7.65% $35,289 $465,902 7.65% $35,642 $470,561 7.65% $35,998 Percent of Total Salaries plus Substitutes 230 Health Insurance (includes dental, life, etc.) 7 $3,500 $24,500 8 $3,535 $28,280 9 $3,570 $32,133 9 $3,606 $32,454 9 $3,642 $32,779 Company contribution 240 Workers' Compensation $352,200 1.25% $4,403 $406,222 1.25% $5,078 $461,289 1.25% $5,766 $465,902 1.25% $5,824 $470,561 1.25% $5,882 Total Instructional Salaries x rate of 1.25% 250 Unemployment Compensation 7 $189 $1,323 8 $189 $1,512 11 $189 $2,079 9 $189 $1,701 9 $189 $1,701 2.7% first $7,000 = $189 350 Computer Repairs 12 $50 $600 12 $50 $600 12 $50 $600 12 $50 $600 12 $50 $600 510 Classroom Supplies 300 $50 $15,000 350 $70 $24,500 400 $70 $28,000 400 $70 $28,000 400 $70 $28,000 Number students X $70 per student 520 Instructional Materials (textbooks, workbooks, etc.) 300 $125 $37,500 350 $125 $43,750 400 $125 $50,000 400 $125 $50,000 400 $100 $40,000 Number students X $100 per student 6 $1,100 $6,600 7 $1,100 $7,700 8 $1,100 $8,800 8 $1,100 $8,800 8 $1,100 $8,800 Annual allocation 24 $250 $6,000 28 $250 $7,000 32 $250 $8,000 32 $250 $8,000 32 $250 $8,000 $250 lease/computer and printer/yr. 300 $100 $30,000 350 $100 $35,000 400 $100 $40,000 400 $100 $40,000 400 $100 $40,000 40 $85 $3,400 45 $85 $3,825 50 $85 $4,250 50 $85 $4,250 50 $85 $4,250 641-642 Classroom Equipment (desks, chairs, etc.) 643-644 Computer Equipment 690 Technology assisted courseware 750 Substitute Teachers Total Instruction $579,035 $677,429 $812,457 $818,786 Allocation Average per student Average cost per day $85 $815,560 Instructional Support Services (6000) Pupil Personnel Services (6100) 100 Salaries Guidance Counselors 1 Total Pupil Personnel Staff 1 $40,000 $40,000 1 $40,000 1 $40,400 $40,400 1 $40,400 1 $40,804 $40,804 1 $40,804 1 $41,212 $41,212 1 $41,212 1 $41,624 $41,624 $41,624 210 Retirement $40,000 3.00% $1,200 $40,400 3.00% $1,212 $40,804 3.00% $1,224 $41,212 3.00% $1,236 $41,624 3.00% $1,249 Company match 401(k) or FRS at 7.77% 220 Social Security $40,000 7.65% $3,060 $40,400 7.65% $3,091 $40,804 7.65% $3,122 $41,212 7.65% $3,153 $41,624 7.65% $3,184 Percent of Total Salaries 230 Health Insurance (includes dental, life, etc.) 1 $3,500 $3,500 1 $3,535 $3,535 1 $3,570 $3,570 1 $3,606 $3,606 1 $3,642 $3,642 240 Workers' Compensation $40,000 1.22% $488 $40,400 1.22% $493 $40,804 1.22% $498 $41,212 1.22% $503 $41,624 1.22% $508 Company contribution Total Salaries x rate. Average rate = 1.22% 250 Unemployment Compensation 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 2.7% first $7,000 = $189 Total Pupil Personnel Services $48,437 $48,919 $49,407 $49,899 $50,396 Media Services (6200) 100 Salaries Media Specialist Total Media Personnel 1 $40,000 1 $40,000 1 $40,000 1 $40,400 $40,400 1 $40,400 1 $40,804 $40,804 1 $40,804 1 $41,212 $41,212 1 $41,212 1 $41,624 $41,624 $41,624 210 Retirement $40,000 3.00% $1,200 $40,400 3.00% $1,212 $40,804 3.00% $1,224 $41,212 3.00% $1,236 $41,624 3.00% $1,249 Company match 401(k) or FRS at 7.77% 220 Social Security $40,000 7.65% $3,060 $40,400 7.65% $3,091 $40,804 7.65% $3,122 $41,212 7.65% $3,153 $41,624 7.65% $3,184 Percent of Total Salaries 230 Health Insurance (includes dental, life, etc.) 1 $3,500 $3,500 1 $3,535 $3,535 1 $3,570 $3,570 1 $3,606 $3,606 1 $3,642 $3,642 240 Workers' Compensation $40,000 1.22% $488 $40,400 1.22% $493 $40,804 1.22% $498 $41,212 1.22% $503 $41,624 1.22% $508 Company contribution Total Salaries x rate. Average rate = 1.22% 250 Unemployment Compensation 2.7% first $7,000 = $189 610 Library Books 620 Audio-Visual Materials Volusia County Charter High 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 300 $10 $3,000 350 $10 $3,500 400 $10 $4,000 400 $10 $4,000 400 $10 $4,000 Average per student 6 $500 $3,000 7 $500 $3,500 8 $500 $4,000 8 $500 $4,000 8 $500 $4,000 Annual allocation Page 125 Yr1 Total Media Services Yr2 $54,437 Yr3 $55,919 Yr4 $57,407 Yr5 $57,899 $58,396 Staff Development (6400) 100 Workshop Stipends 220 Social Security 330 Travel (workshop registration, lodging, etc.) 6 $400 $2,400 7 $404 8 $412 $3,297 8 $416 $3,330 $2,400 7.65% $184 $2,828 7.65% $216 $3,264 7.65% $250 $3,297 7.65% $252 $3,330 7.65% $255 Percent of Total Salaries 6 $750 $4,500 7 $750 $5,250 8 $750 $6,000 8 $750 $6,000 8 $750 $6,000 Variable, based on need Total Staff Development $7,084 $2,828 8 $408 $3,264 $8,294 $9,514 $9,549 Annual allocation $9,585 Instructional-Related Technology(6500) 310 Professional Services (workshop, consultants, training, etc.) $10,000 Total Staff Development $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 Annual allocation $10,000 General Support Services Board (7100) 310 Professional Services (Legal) 320 Insurance 1 Liability/Errors & Omissions/Crime 300 $20 Officers and Directors 310 Audit 330 Governance Training 330 Travel (workshop registration, lodging, etc.) $500 Total Board $5,000 1 $6,000 350 1 $7,000 400 1 $8,000 400 1 $8,000 400 Range: Hourly rate $150-$250 $8,000 Range: $14-$22 per student $4,000 $4,000 Average: $4,000 annual $5,000 $5,500 $6,000 $6,000 $6,500 $20,500 $500 $22,000 $500 $500 $23,500 $500 $20 $5,000 $4,000 $500 $20 $5,000 $4,000 $500 $20 $5,000 $4,000 $500 $20 $5,000 $500 $23,500 $500 Annual cost of DVD $24,000 General Administration (7200) 310 Professional Services-Management $1,510,770 2% $30,215 $1,783,718 3% $53,512 $1,924,976 5% $96,249 $1,859,615 0% $0 $1,797,522 0% $0 730 Administrative Fee $1,510,770 5% $64,316 $1,783,718 5% $65,471 $1,924,976 5% $62,152 $1,859,615 5% $60,071 $1,797,522 5% $58,093 Total General Administration $94,531 $118,982 $158,401 $60,071 Other outsourced services 5% X revenue for first 250 students $58,093 School Administration (7300) 100 Salaries Principal 1 $75,000 $75,000 1 $75,750 $75,750 1 $76,508 $76,508 1 $77,273 $77,273 1 $78,045 $78,045 Assistant Principal 1 $70,000 $70,000 1 $70,700 $70,700 1 $71,407 $71,407 1 $72,121 $72,121 1 $72,842 $72,842 Office Manager 1 $24,961 $24,961 1 $25,211 $25,211 1 $25,463 $25,463 1 $25,717 $25,717 1 $25,974 $25,974 Office Assistant 1 $22,881 $22,881 1 $23,110 $23,110 1 $23,341 $23,341 1 $23,574 $23,574 1 $23,810 $192,842 4 $194,770 4 $196,718 4 $198,685 4 Total Office Personnel 4 $23,810 $200,672 210 Retirement $192,842 3.00% $5,785 $194,770 3.00% $5,843 $196,718 3.00% $5,902 $198,685 3.00% $5,961 $200,672 3.00% $6,020 220 Social Security $192,842 7.65% $14,752 $194,770 7.65% $14,900 $196,718 7.65% $15,049 $198,685 7.65% $15,199 $200,672 7.65% $15,351 Percent of Total Salaries 230 Health Insurance (includes dental, life, etc.) 4 $3,500 $14,000 4 $3,535 $14,140 4 $3,570 $14,281 4 $3,606 $14,424 4 $3,642 $14,568 Company contribution 240 Workers' Compensation $192,842 1.22% $2,353 $194,770 1.22% $2,376 $196,718 1.22% $2,400 $198,685 1.22% $2,424 $200,672 1.22% $2,448 Total Salaries x 1.22% 250 Unemployment Compensation 4 $189 $756 4 $189 $756 4 $189 $756 4 $189 $756 4 $189 $756 360 Lease-Copy Machine 10 $400 $4,000 10 $400 $4,000 10 $400 $4,000 10 $400 $4,000 10 $400 $4,000 Annual lease costs 370 Postage 300 $6 $1,800 350 $6 $2,121 400 $6 $2,448 400 $6 $2,473 400 $6 $2,497 Average = $6.00 per student 390 Printing (includes advertising) $15,000 $15,000 $15,150 $15,150 $15,302 $15,302 $15,455 $15,455 $15,609 $15,609 510 Office Supplies $1,000 $1,000 $1,010 $1,010 $1,020 $1,020 $1,030 $1,030 $1,041 $1,041 643-644 Computer Equipment 730 Dues and Fees 330 Travel (workshop registration, lodging, etc.) Company match 401(k) or FRS at 7.77% 2.7% first $7,000 = $189 Report Cards/Annual Reports, etc. 4 $250 $1,000 4 $250 $1,000 4 $250 $1,000 4 $250 $1,000 4 $250 $1,000 Average: $250 lease/computer/yr. 300 $4 $1,200 350 $4 $1,414 400 $4 $1,632 400 $4 $1,648 400 $4 $1,665 Professional association dues 2 $1,000 $2,000 2 $1,000 $2,000 2 $1,000 $2,000 2 $1,000 $2,000 2 $1,000 $2,000 Annual allocation Total School Administration $256,488 $259,480 $262,508 $265,055 $267,628 Facilities Acquisition and Construction (7400) 350 Repairs and Maintenance 360 Building Lease 680 Remodeling and Renovations $10,000 150 $900 $122,137 $30,000 175 $909 $132,887 $0 200 $918 $146,327 $0 200 $927 $149,412 $0 200 $937 $152,453 Based on age of building/equipment $800/student/year-less capital allocation included in lease Total Facilities Acquisition and Construction $132,137 $162,887 $146,327 $149,412 $152,453 Fiscal Services (7500) 100 Salaries Bookkeeper Total Fiscal Personnel 1 $22,000 1 $22,000 1 $22,000 1 $22,220 $22,220 1 $22,220 1 $22,442 $22,442 1 $22,442 1 $22,667 $22,667 1 $22,667 1 $22,893 $22,893 $22,893 210 Retirement $22,000 3.00% $660 $22,220 3.00% $667 $22,442 3.00% $673 $22,667 3.00% $680 $22,893 3.00% $687 220 Social Security $22,000 7.65% $1,683 $22,220 7.65% $1,700 $22,442 7.65% $1,717 $22,667 7.65% $1,734 $22,893 7.65% $1,751 Percent of Total Salaries 230 Health Insurance (includes dental, life, etc.) 1 $3,500 $3,500 1 $3,535 $3,535 1 $3,570 $3,570 1 $3,606 $3,606 1 $3,642 $3,642 240 Workers' Compensation $22,000 1.22% $268 $22,220 1.22% $271 $22,442 1.22% $274 $22,667 1.22% $277 $22,893 1.22% $279 Company contribution Total Salaries x rate. Average rate = 1.22% Volusia County Charter High Page 126 Company match 401(k) or FRS at 7.77% Yr1 250 Unemployment Compensation 310 Professional Services: 730 Bank Fees/Payroll Processing Fees 1 $189 300 $30 Total Fiscal Services Yr2 Yr3 Yr4 Yr5 $189 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 $9,000 350 $30 $10,605 400 $31 $12,241 400 $31 $12,364 400 $31 $12,487 $37,300 $39,187 $41,107 $41,516 2.7% first $7,000 = $189 Range: $0- $20 per month $41,929 Central Services (7700) 730 Dues and Fees 15 $75 Total Central Services 390 $1,125 16 $76 $1,125 Other Purchased Services (online courses) 300 $140 Total Pupil Transportation Services $42,000 $1,212 17 $77 $1,212 350 $141 $42,000 $49,490 $1,301 17 $77 $1,301 400 $143 $49,490 $57,126 $1,314 17 $78 $1,314 400 $144 $57,126 $57,697 $1,327 Staff Leasing Fees, Fingerprint Fees $1,327 400 $146 $57,697 $58,274 Student Bus Passes- Students x cost/pass $58,274 Operation of Plant (7900) 100 Salaries Custodians 1 Total Plant Personnel $10,000 1 $10,000 1 $10,000 1 $10,100 $10,100 1 $10,100 1 $10,201 $10,201 1 $10,201 1 $10,303 $10,303 1 $10,303 1 $10,406 $10,406 Range: $10-$13 per hour $10,406 210 Retirement $10,000 3.00% $300 $10,100 3.00% $303 $10,201 3.00% $306 $10,303 3.00% $309 $10,406 3.00% $312 Company match 401(k) or FRS at 7.77% 220 Social Security $10,000 7.65% $765 $10,100 7.65% $773 $10,201 7.65% $780 $10,303 7.65% $788 $10,406 7.65% $796 Percent of Total Salaries 230 Health Insurance (includes dental, life, etc.) 1 $3,500 $3,500 1 $3,535 $3,535 1 $3,570 $3,570 1 $3,606 $3,606 1 $3,642 $3,642 240 Workers' Compensation $10,000 8.38% $838 $10,100 8.38% $846 $10,201 8.38% $855 $10,303 8.38% $863 $10,406 8.38% $872 Company contribution Total Salaries x rate. Average rate = 8.38% 250 Unemployment Compensation 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 1 $189 $189 2.7% first $7,000 = $189 371 Phone 4 $1,000 $4,000 4 $1,010 $4,040 4 $1,020 $4,080 4 $1,030 $4,121 4 $1,041 $4,162 Quarterly payments 381 Water and Sewage 12 $400 $4,800 12 $404 $4,848 12 $408 $4,896 12 $412 $4,945 12 $416 $4,995 Average = $200-$700 per month 382 Garbage 12 $250 $3,000 12 $253 $3,030 12 $255 $3,060 12 $258 $3,091 12 $260 $3,122 Range: $200-$400 per month 390 Other Purchased Services Custodial Services (contracted) 12 $1,000 $12,000 12 $1,010 $12,120 12 $1,020 $12,241 12 $1,030 $12,364 12 $1,041 $12,487 Includes groundskeeping Fire Alarm Monitoring 12 $200 $2,400 12 $202 $2,424 12 $204 $2,448 12 $206 $2,473 12 $208 $2,497 Average: $200 per month Security System Monitoring 4 $375 $1,500 4 $379 $1,515 4 $383 $1,530 4 $386 $1,545 4 $390 $1,561 Average: $375 per quarter Fire Inspections 2 $125 $125 2 $126 $126 2 $128 $128 2 $129 $129 2 $130 $130 12 $500 $6,000 12 $505 $6,060 12 $510 $6,121 12 $515 $6,182 12 $520 $6,244 4 $200 $800 4 $202 $808 4 $204 $816 4 $206 $824 4 $208 $832 15,000 $2 $30,000 17,500 $2 $35,350 20,000 $2 $40,804 20,000 $2 $41,212 20,000 $2 $41,624 Average: $2 per square foot $10,000 1 Grounds Maintenance Pest Control 430 Electricity 510 Supplies 641-642 1 Equipment Total Operation of Plant Average: $250 per year Average: $6,000/yr Range:$750 per year $10,200 $10,404 $10,612 $10,824 Average: $1000-$1500 per year $15,000 $15,300 $15,606 $15,918 $16,236 Variable, based on need $105,217 $111,567 $118,037 $119,475 $120,933 $12,000 $12,120 $12,241 $12,364 $0 $2,400 $2,424 $2,448 $2,473 $2,497 $14,400 $14,544 $14,689 $14,836 $2,497 Maintenance of Plant (8100) 350 Repairs and Maintenance 510 Supplies Total Maintenance of Plant A/C, Plumbing, Electrical Repairs Paint, Fertilizer, etc. Administrative Technology Services (8200) 510 Supplies 1 $2,400 $2,400 1 $2,424 $2,424 1 $2,448 $2,448 1 $2,473 $2,473 1 $2,497 $2,497 641-642 Offcie Equipment Leases 1 $500 $500 1 $505 $505 1 $510 $510 1 $515 $515 1 $520 $520 643-644 Computer Equipment Leases 1 $650 $650 1 $657 $657 1 $663 $663 1 $670 $670 1 $676 $676 Network Equipment Software Leases 1 $200 $200 1 $202 $202 1 $204 $204 1 $206 $206 1 $208 $208 Network Software Total Administrative Technology Services 1 $3,750 1 $3,788 1 $3,825 1 $3,864 1 690 $3,902 Debt Service (9200) 710 Redemption of Principal 720 Interest Expense $0 6% Total Debt Service Reserve Fund $6,000 6% $6,000 $1,510,770 5.00% $75,538 $1,783,718 5.00% $60,000 $20,000 $3,600 $800 $63,600 $20,800 $89,186 $1,924,976 5.00% $96,249 Payment of Principal Debt Interest $0 $1,859,615 5% $92,981 $0 $1,797,522 2% $35,950 Total Budgeted Expenditures $1,487,980 $1,726,588 $1,872,756 $1,765,956 $1,701,028 Balance $22,790 $57,129 $52,220 $93,659 $96,495 Volusia County Charter High Page 127 2-5% of Revenue First Year Monthly budget Code 100 October November February March FEFP Basic Gross - 3310 $1,138,479 $94,873 July August $94,873 September $94,873 $94,873 $94,873 December $94,873 January $94,873 $94,873 $94,873 $94,873 April $94,873 May $94,873 June $1,138,479 TOTAL $22,496 Instructional Materials - 3336 $22,496 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 Discretionary Lottery Funds - 3344 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Class Size Reduction - 3355 $268,410 $22,368 $22,368 $22,368 $22,368 $22,368 $22,368 $22,368 $22,368 $22,368 $22,368 $22,368 $22,368 $268,410 Discretionary Local Effort - 3411 $81,385 $6,782 $6,782 $6,782 $6,782 $6,782 $6,782 $6,782 $6,782 $6,782 $6,782 $6,782 $6,782 $81,385 Transportation - 3354 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Other Source $0 Total Revenue: $1,510,770 $125,897 $125,897 $125,897 $125,897 $125,897 $125,897 $125,897 $125,897 $125,897 $125,897 $125,897 $125,897 $1,510,770 $0 Description Salaries Classroom Teachers $300,000 $27,273 $27,273 $27,273 $27,273 $27,273 $27,273 $27,273 $27,273 $27,273 $27,273 $27,273 $300,000 Classroom Assistants $50,000 $4,545 $4,545 $4,545 $4,545 $4,545 $4,545 $4,545 $4,545 $4,545 $4,545 $4,545 $50,000 $2,200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $2,200 $60,000 $5,455 $5,455 $5,455 $5,455 $5,455 $5,455 $5,455 $5,455 $5,455 $5,455 $5,455 $60,000 Permanent Floating Substitute Teachers Hourly Instructional Personnel (Tutoring/Part-time Teachers) $37,473 $37,473 $37,473 $37,473 $37,473 $37,473 $37,473 $37,473 $37,473 $37,473 $37,473 $412,200 210 Total Instructional Personnel Retirement $10,566 $961 $961 $961 $961 $961 $961 $961 $961 $961 $961 $961 $10,566 220 Social Security $26,943 $2,449 $2,449 $2,449 $2,449 $2,449 $2,449 $2,449 $2,449 $2,449 $2,449 $2,449 $26,943 230 Health Insurance (includes dental, life, etc.) $24,500 $2,227 $2,227 $2,227 $2,227 $2,227 $2,227 $2,227 $2,227 $2,227 $2,227 $2,227 $24,500 240 Workers' Compensation $4,403 $400 $400 $400 $400 $400 $400 $400 $400 $400 $400 $400 $4,403 250 Unemployment Compensation $1,323 $120 $120 $120 $120 $120 $120 $120 $120 $120 $120 $120 $1,323 350 Computer Repairs $600 $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 510 Classroom Supplies $15,000 $7,500 $7,500 Instructional Materials (textbooks, workbooks, etc.) $12,500 520 641642 643644 $0 $37,500 $12,500 Classroom Equipment (desks, chairs, etc.) $6,600 $6,600 Computer Equipment $6,000 $2,000 $2,000 $2,000 $30,000 $2,727 $2,727 $2,727 690 Software 750 Substitute Teachers Total Instruction 100 $412,200 $3,400 $579,035 $0 $600 $15,000 $12,500 $37,500 $6,600 $6,000 $2,727 $2,727 $2,727 $2,727 $2,727 $2,727 $2,727 $2,727 $30,000 $309 $309 $309 $309 $309 $309 $309 $309 $309 $309 $309 $3,400 $48,721 $75,321 $68,721 $59,221 $46,721 $46,721 $46,721 $46,721 $46,721 $46,721 $46,721 $579,035 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $40,000 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $40,000 Salaries Guidance Counselors $40,000 Total Pupil Personnel Staff $40,000 $0 210 Retirement $1,200 $109 $109 $109 $109 $109 $109 $109 $109 $109 $109 $109 $1,200 220 Social Security $3,060 $278 $278 $278 $278 $278 $278 $278 $278 $278 $278 $278 $3,060 230 Health Insurance (includes dental, life, etc.) $3,500 $318 $318 $318 $318 $318 $318 $318 $318 $318 $318 $318 $3,500 240 Workers' Compensation $488 $44 $44 $44 $44 $44 $44 $44 $44 $44 $44 $44 $488 250 Unemployment Compensation $189 $17 $17 $17 $17 $17 $17 $17 $17 $17 $17 $17 $189 $4,403 $4,403 $4,403 $4,403 $4,403 $4,403 $4,403 $4,403 $4,403 $4,403 $4,403 $48,437 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $40,000 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $3,636 $40,000 Total Pupil Personnel Services 100 $48,437 $0 Salaries Library Aide Total Media Personnel $40,000 $40,000 $0 210 Retirement $1,200 $109 $109 $109 $109 $109 $109 $109 $109 $109 $109 $109 $1,200 220 Social Security $3,060 $278 $278 $278 $278 $278 $278 $278 $278 $278 $278 $278 $3,060 Volusia County Charter High Page 128 First Year Monthly budget February March $3,500 $318 $318 $318 $318 $318 $318 $318 $318 $318 $318 $318 $3,500 Workers' Compensation $488 $44 $44 $44 $44 $44 $44 $44 $44 $44 $44 $44 $488 250 Unemployment Compensation $189 $17 $17 $17 $17 $17 $17 $17 $17 $17 $17 $17 $189 610 Library Books $3,000 $500 $250 $250 $250 $250 $250 $250 $250 $250 $250 $250 $3,000 620 Audio-Visual Materials $3,000 Total Media Services $54,437 230 Health Insurance (includes dental, life, etc.) 240 July August September October November December January April May June TOTAL $500 $250 $250 $250 $250 $250 $250 $250 $250 $250 $250 $3,000 $5,403 $4,903 $4,903 $4,903 $4,903 $4,903 $4,903 $4,903 $4,903 $4,903 $4,903 $54,437 $2,400 $2,400 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,400 $184 $184 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $184 $1,500 $0 $1,500 $0 $1,500 $0 $0 $0 $0 $0 $0 $4,500 $0 100 Workshop Stipends 220 Social Security 330 Travel (workshop registration, lodging, etc.) $4,500 Total Staff Development $7,084 $0 $4,084 $0 $1,500 $0 $1,500 $0 $0 $0 $0 $0 $0 $7,084 Professional Services (workshop, consultants, training, etc.) $10,000 $834 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $10,000 Total Staff Development $10,000 $834 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $10,000 Liability/Errors & Omissions/Crime $6,000 $1,500 $563 $563 $563 $563 $563 $563 $563 $563 $0 $0 $0 $6,000 Officers and Directors $4,000 $4,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $4,000 $5,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $5,000 $0 $5,000 $500 $500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $500 Total Board $20,500 $6,417 $979 $979 $979 $979 $979 $979 $979 $979 $417 $5,417 $417 $20,500 310 Professional Services-Management $30,215 $2,518 $2,518 $2,518 $2,518 $2,518 $2,518 $2,518 $2,518 $2,518 $2,518 $2,518 $2,518 $30,215 730 Administrative Fee $64,316 $5,360 $5,360 $5,360 $5,360 $5,360 $5,360 $5,360 $5,360 $5,360 $5,360 $5,360 $5,360 $64,316 Total General Administration $94,531 $7,878 $7,878 $7,878 $7,878 $7,878 $7,878 $7,878 $7,878 $7,878 $7,878 $7,878 $7,878 $94,531 Principal $75,000 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $6,250 $75,000 Assistant Principal $70,000 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $70,000 Secretary / Business Manager $24,961 $2,080 $2,080 $2,080 $2,080 $2,080 $2,080 $2,080 $2,080 $2,080 $2,080 $2,080 $2,080 $24,961 Office Assistant $22,881 $1,907 $1,907 $1,907 $1,907 $1,907 $1,907 $1,907 $1,907 $1,907 $1,907 $1,907 $1,907 $22,881 $192,842 $16,070 $16,070 $16,070 $16,070 $16,070 $16,070 $16,070 $16,070 $16,070 $16,070 $16,070 $16,070 $192,842 310 320 Insurance 310 Audit 330 Governance Training 100 Salaries Total Office Personnel 210 Retirement $5,785 $482 $482 $482 $482 $482 $482 $482 $482 $482 $482 $482 $482 $5,785 220 Social Security $14,752 $1,229 $1,229 $1,229 $1,229 $1,229 $1,229 $1,229 $1,229 $1,229 $1,229 $1,229 $1,229 $14,752 230 Health Insurance (includes dental, life, etc.) $14,000 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $1,167 $14,000 240 Workers' Compensation $2,353 $196 $196 $196 $196 $196 $196 $196 $196 $196 $196 $196 $196 $2,353 250 Unemployment Compensation $756 $63 $63 $63 $63 $63 $63 $63 $63 $63 $63 $63 $63 $756 360 Lease-Copy Machine $4,000 $333 $333 $333 $333 $333 $333 $333 $333 $333 $333 $333 $333 $4,000 370 Postage 390 Printing (includes advertising) $1,800 $150 $150 $150 $150 $150 $150 $150 $150 $150 $150 $150 $150 $1,800 $15,000 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $15,000 510 643644 Office Supplies $1,000 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $1,000 Computer Equipment $1,000 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $1,000 730 Dues and Fees $1,200 $1,200 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $1,200 330 Travel (workshop registration, lodging, etc.) $2,000 $0 $0 $0 $1,000 $0 $0 $0 $0 $1,000 $0 $0 $0 $2,000 $256,488 $22,307 $21,107 $21,107 $22,107 $21,107 $21,107 $21,107 $21,107 $22,107 $21,107 $21,107 $21,107 $256,488 Total School Administration Volusia County Charter High Page 129 First Year Monthly budget 350 Repairs and Maintenance 360 Building Lease 680 Remodeling and Renovations July Total Facilities Acquisition and Construction 100 August September October November December January February March April May June TOTAL $10,000 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $10,000 $122,137 included in lease $10,178 $10,178 $10,178 $10,178 $10,178 $10,178 $10,178 $10,178 $10,178 $10,178 $10,178 $10,178 $122,137 $132,137 $11,011 $11,011 $11,011 $11,011 $11,011 $11,011 $11,011 $11,011 $11,011 $11,011 $11,011 $11,011 $132,137 $22,000 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $22,000 $22,000 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $1,833 $22,000 $660 $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 $55 $660 Salaries Bookkeeper Total Fiscal Personnel 210 Retirement 220 Social Security $1,683 $140 $140 $140 $140 $140 $140 $140 $140 $140 $140 $140 $140 $1,683 230 Health Insurance (includes dental, life, etc.) $3,500 $292 $292 $292 $292 $292 $292 $292 $292 $292 $292 $292 $292 $3,500 240 Workers' Compensation $268 $22 $22 $22 $22 $22 $22 $22 $22 $22 $22 $22 $22 $268 250 Unemployment Compensation $189 $16 $16 $16 $16 $16 $16 $16 $16 $16 $16 $16 $16 $189 730 Bank Fees/Payroll Processing Fees $9,000 $750 $750 $750 $750 $750 $750 $750 $750 $750 $750 $750 $750 $9,000 $37,300 $3,108 $3,108 $3,108 $3,108 $3,108 $3,108 $3,108 $3,108 $3,108 $3,108 $3,108 $3,108 $37,300 Dues and Fees $1,125 $94 $94 $94 $94 $94 $94 $94 $94 $94 $94 $94 $94 $1,125 Total Central Services $1,125 $94 $94 $94 $94 $94 $94 $94 $94 $94 $94 $94 $94 $1,125 Other Purchased Services $42,000 $0 $0 $4,200 $4,200 $4,200 $4,200 $4,200 $4,200 $4,200 $4,200 $4,200 $4,200 $42,000 Total Pupil Transportation Services $42,000 $0 $0 $4,200 $4,200 $4,200 $4,200 $4,200 $4,200 $4,200 $4,200 $4,200 $4,200 $42,000 Total Fiscal Services 310 Professional Services 730 390 100 Salaries $10,000 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $10,000 210 Retirement $300 $25 $25 $25 $25 $25 $25 $25 $25 $25 $25 $25 $25 $300 220 Social Security $765 $64 $64 $64 $64 $64 $64 $64 $64 $64 $64 $64 $64 $765 230 Health Insurance (includes dental, life, etc.) $3,500 $292 $292 $292 $292 $292 $292 $292 $292 $292 $292 $292 $292 $3,500 240 Workers' Compensation $838 $70 $70 $70 $70 $70 $70 $70 $70 $70 $70 $70 $70 $838 250 Unemployment Compensation $189 $16 $16 $16 $16 $16 $16 $16 $16 $16 $16 $16 $16 $189 371 Phone $4,000 $333 $333 $333 $333 $333 $333 $333 $333 $333 $333 $333 $333 $4,000 381 Water and Sewage $4,800 $400 $400 $400 $400 $400 $400 $400 $400 $400 $400 $400 $400 $4,800 382 Garbage $3,000 $250 $250 $250 $250 $250 $250 $250 $250 $250 $250 $250 $250 $3,000 390 Other Purchased Services Custodians Custodial Services (contracted) $12,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $12,000 Fire Alarm Monitoring $2,400 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $2,400 Security System Monitoring $1,500 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $1,500 $125 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $125 $6,000 $500 $500 $500 $500 $500 $500 $500 $500 $500 $500 $500 $500 $6,000 Fire Inspections Grounds Maintenance $800 $67 $67 $67 $67 $67 $67 $67 $67 $67 $67 $67 $67 $800 430 Electricity Pest Control $30,000 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $2,500 $30,000 510 641642 Supplies $10,000 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $833 $10,000 Equipment $15,000 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $15,000 $105,217 $8,768 $8,768 $8,768 $8,768 $8,768 $8,768 $8,768 $8,768 $8,768 $8,768 $8,768 $8,768 $105,217 Total Operation of Plant Volusia County Charter High Page 130 First Year Monthly budget 350 Repairs and Maintenance 510 Supplies July Total Maintenance of Plant 510 641642 643644 Supplies 690 August September October November December January February March April May June TOTAL $12,000 $12,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $1,000 $2,400 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $2,400 $14,400 $1,200 $1,200 $1,200 $1,200 $1,200 $1,200 $1,200 $1,200 $1,200 $1,200 $1,200 $1,200 $14,400 $2,400 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $200 $2,400 Offcie Equipment $500 $0 $0 $250 $0 $0 $0 $250 $0 $0 $0 $0 $0 $500 Computer Equipment $650 $0 $0 $650 $0 $0 $0 $0 $0 $0 $0 $0 $0 $650 Software $200 $200 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $200 Total Administrative Technology Services $3,750 $200 $400 $1,100 $200 $200 $200 $450 $200 $200 $200 $200 $200 $3,750 Reserve Fund $75,538 $6,295 $6,295 $6,295 $6,295 $6,295 $6,295 $6,295 $6,295 $6,295 $6,295 $6,295 $6,295 $75,538 Total Budgeted Expenditures $1,487,980 $68,612 $124,785 $151,702 $146,702 $134,702 $123,702 $122,452 $122,202 $123,202 $121,640 $126,640 $121,640 $1,487,980 Balance $22,790 $57,285 $58,398 $32,593 $11,789 $2,984 $5,179 $8,625 $12,320 $15,016 $19,274 $18,532 $22,790 $22,790 Volusia County Charter High Page 131
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